Acquisition, Learning and Attitude in Second Language

Introduction

Generally, ‘acquisition’ and ‘learning’ can be used interchangeably but these terms have different sense in isolation. Acquisition is related to the first language which is acquired by the children unconsciously without obvious effort, whereas, learning is related to second/foreign language which is learnt by children or adults informally or formally depending upon the circumstances.

Discussion

The first language acquisition is natural for a childlike breathing. Mother tongue is one’s first language. It is inevitable; i. e., a child has to learn it. The children develop the first language through similar stages of language development irrespective of culture, caste, nation, geography, etc. The route they follow is universal but rate may vary. Second Language Acquisition (SLA), on the other hand, is defined by different linguists. From the above definitions, it can be said that L2 can take place in formal and informal settings or involves the mixture of the both settings depending upon the circumstances. 

In this way, Second Language Acquisition (SLA) refers to the study of learning a language subsequent to learning first language as young children, and to the process of learning that language. The language which is added later or learnt in second time  is simply called a second language (L2) even through it may actually be the third, fourth, or tenth to be acquired. It is also commonly called a target language (TL), which refers to any language that is aimed to learn. The setting for learning the Second Language (SLA) might be formal or informal depending upon the contexts since child can learn in formal or informal situation too.

To summarize, the term ‘second language acquisition’ refers to the subconscious or conscious process by which a language other than the mother tongue is learnt in natural or tutored setting which is sometimes called additional language or target language. It is not inevitable as learning the first language. So it is optional that can be learnt as a second, third, fourth or tenth language.

The most members of language teaching profession realize that their students’ learning potential increases when attitudes are positive and they are highly motivated. The research in connection with the role of positive attitudes and success in learning of a second language supports this simple observation, although it is important to understand that many variables are involved in it because we are dealing with complex social and psychological aspects of human behaviour.

The another supporting term with acquisition and learning is attitude. It governs how one approaches learning, which can be the case of language as it requires exposure to a different and also to the difficult task of mastering a second language. Attitudes being developing early and are influenced by many things, including parents peers, and interactions with people who have social and cultural differences. Therefore, Brown (2000) opines attitudes: “form a part of one’s perception of self, of others and of the culture in which one is living”. So, attitudes are self perceptions or conceptions towards others for expressing approval or disapproval, primarily occur due to the contrast of social and cultural contexts, especially among human fellows that might be positive or negative.

Thus, positive attitude plays a vital role to lead learning. So, learners need positive attitudes to learn language. Negative attitudes, no doubt, hamper in language learning. In fact, changing attitude is very much essential in L2 learning and teaching. If the learners have positive attitudes towards the TL and their culture, they will certainly learn the TL. Similarly, if the teacher has negative attitude towards the TL and learners, his/her teaching will never be effective. So, a teacher also needs to have positive attitude towards students and vice- versa. Attitudes may vary person to person or similar too. But it is, no doubt, attitude actions a great implication in language learning. One important challenge for those, who are trying to introduce communicative approach to change their attitude and take communicative approach as a better way of learning- teaching English, no ELT reform in the country will be success.

 Conclusion

A language either first or second should be shifted as in the pattern of acquisition if the goal is to get the very strong command on it. Mainly the trend of second language goes towards learning rather than acquisition where all the teachers and students should consider the reality for beautiful and meaningful learning. For this attitude plays vital role. Because of the lacking in this factor, the learners cannot be acquirers thus feel less confidence and commanding in the concerned language.  

References

1. Brown, D.H. (1994). Principles of language learning and teaching. Englewood

            Cliffs; New Jesery: Prentice Hall. 

2. Ellis, R. ( 1997) . Second language acquisition. Oxford: Oxford University Press.

, R. (1985). Understanding second language acquisition. Oxford: Oxford

            University Press.  

          , R. (1994). The study of second language acquisition. Oxford: Oxford

            University Press.    

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