This semester in second language acquisition, my knowledge
has improved tremendously when understanding how much goes behind the scenes
when students are learning their second language. From what a student may have gone through in
the past, to their motivation and learning style, everything plays a factor in
how successful the student will be in mastering their L2 language. I have learned many things that will help me
consider motivation levels, their age, and the environment in the classroom. These were the three topics that we talked
about during the course that stuck to me the most and I feel made the biggest
difference to me in understanding second language acquisition.
As a future teacher, I have learned that different ways of
feedback can trigger student motivation in either a positive or negative way. It is important for us to understand what
works best for our students so that we do not discourage them with our words. There are many researchers who believe that
negative feedback is essential for classroom instruction. However, “most researchers argue that
negative feedback is beneficial for learning because it is the single most
relevant way for L2 learners to figure out what is not possible in the target
language (Ortega, 2012, p. 72). While
giving feedback, it is important that you get to know your kids first. That way, you know how you would like to
provide feedback that will allow the best response from your kids. Sometimes, prior experiences with other
teachers will shape this preference as well.
If we could spend more time in this class to focus on one
topic, I would like to learn more about transferability. Chapter 3 was so in depth and rather
interesting on how there are so many determinants that play a role in
transferability. Ortega explains, “What gets or does not get transferred is
also in part determined by: universal constraints and processes, such as
developmental sequences and markedness, that apply across all natural languages
and play a role in L1 as well as L2 acquisition; psychological perceptions of
transferability, inherent complexity of the L2 subsystem in question, and
proficiency level (Ortega, 2012, p. 53).
Because the tendency of two complementary principles is “what works in
the L2 may work in the L2” (p. 53), it is the responsibility of a teacher to consider
the two languages the student is working with.
This will help with forecasting upcoming challenges the student may have
because we can predict where disconnects may be.
The assignments and blog posts done in this class have
helped me connect my learnings from text to the classroom. Many bilingual teachers and colleagues I have
interviewed have had experiences that correlate directly to what research has
stated so it is interesting to see the connection throughout this course. I have always known that age and sociocultural
factors play a role in the quality and success of L2 learning success, but not
in the detail that this course has provided me.
I think second language acquisition is something that you will continue
to learn about in the field as you will see many other scenarios that supports
research.
