2.5.1. Definition and Views on Language Acquisition
Wilkins (1974), states that the language acquisition is
enormously done between the age of about twelve months and five years. Within
this period, a child may well be in contact with language for most his waiting
hours. Through this contact he takes different forms of the language used
around him. But, however, there is also a language a child himself produces.
According to the author, a child is not aware of the way in
which the rules of a language operate. Therefore, he is not even aware of
mistakes he makes unless there may be some process of feedback from adults for
example. Similarly, the success of a child's attempt at communication may be
ensured to him in various ways. There may be obvious signs of approval from
other people, or verbal reaction between them or toward the child. For example
if the stimulus to the child's utterance is the desire to have a drink, he
knows that the form of his utterance has proved acceptable if the drink is
provided. (op cit.)
In a word, the language acquisition is a long process through
which a child, at his early age, acquires a language by relating his innate
linguistic capacity to the features of the language being used in the community
he grows in. This capacity for acquiring language is what Littlewood (1984)
describes using the term `Language Acquisition Device' often shortened to LAD.
2.5.2. Definition and Views on Language Learning
Littlewood says that «In second language learning as in
every other of human learning, motivation is the crucial force which determines
whether a learner embarks on a task at all, how much energy he devotes to it,
and how long he perseveres».. (op cit., p.53)
Then, talking about factors of language learning motivation,
Littlewood focuses on two aspects which are important for second language
learning. Those are the communicative need for a second language and the
attitudes towards the second language community.
In addition to the learner's motivation, Littlewood says that
another important influence on the learner's proficiency is the quality of the
learning opportunities offered by the environment. On this, he says that the
learner should have access to situations where the language is used as a
natural means of communication. Therefore, he adds that more fortunate learners
may avoid anxiety when using the second language, by establishing friendly
contacts in that language environment. (op cit.)
Johnson and Morrow (1981, p.48) add that «In most
situations, learning will be effective provided that there is extensive
exposure to the target language and plenty of opportunities for the learner to
use it». Similarly, Littlewood (1984, p.91) says that «Communicative
interaction provides an opportunity for creative construction to take place in
response to the language input. From the skill-learning perspective which is
more familiar in teaching, it provides opportunities for whole-task practice.
In either case, communicative interaction provides a situation in which
internal process can create and integrate knowledge, outside the control of the
teacher and the consciousness of the learner». Therefore, «Learners
also need opportunities for communicative use, so that they can integrate
separate structures into a creative system for expressing meaning» (op
cit., p.91)
Finally, talking about the functions of language, Haycraft
(1978, p.18-19), Funocchiaro and Brumfit (1984) and Els et al (1984), quoted by
Gahutu (1998), provide a list of some functions of language that follow:
introducing, apologising, declining an offer, agreeing and disagreeing,
refusing, inviting, thanking, congratulating, etc. Therefore, «It is
important to teach our learners what they can do with the language structures
they are learning. This can motivate them and stimulate their interest».
(op cit., p.51)
2.5.3. Oral Language Skills
Byrne (1976) says that oral communication is a two-way process
between speaker and listener involving the productive skills with speaking and
receptive skills with understanding or listening. Therefore, speaking and
listening are discussed as oral language skills.
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