STAMFORD UNIVERSITY

BANGLADESH

Assignment on:

Gender and Number

Submitted to:
Soniya Irfat Urmee

Department of English
FLA rules for learning second language acquisition techniques:

Though it is thought that first language acquisition is an innate ability of all children, the
language acquisition process goes through several stages and techniques. Linguists suggest
these techniques as FLA rules. They also say FLA rules can be used for second language
learning such as:

1. Exposure in a very early age:

Exposures one of the conditions for L1 acquisition holds equally true for second language
(L2) learning. If children are exposed to the L2 in the same way as they are exposed to the
L1, greater success will be achieved. This is because in the 'natural' L2 learning situation, the
pressure to acquire the target language in order to control the environment is indeed
tremendous. Clearly, even though there is a similar condition between L1 acquisition and L2
learning, i.e. exposure, the amount of exposure itself is, indeed, different. The amount
received by those learning the L2 is far more limited than that received by children acquiring
the L1. Secondly, in L2 learning the learner has the choice of whether or not, and to what
extent, to expose himself to the target language, while in L1 acquisition exposure is automatic
and one can hardly imagine a normal child retreating from language interaction.

2. No formal instruction:

Child acquires fist language without any formal instruction such as educational institution,
structured in terms of learning objectives etc. their learning take place in day-to-day life
activities, related to work, family or leisure and may be intentional but in most cases it is non-
intentionalor incidental and random. Rogers suggests that we could draw a distinction
between education and learning and extend the continuum.Researchers in self-directed
involve the use of media (print, television, radio, computers),attendance at conferences, travel
or consulting.
For l2 learner A number of models and theories from a range of disciplines have contributed
to the development of work ininformal and incidental learning. In this case, learning takes
place from the process of engagement in a community of practice. This may be a classroom
community, but more often is not, where people can benefit fromobserving and modeling the
behaviors, attitudes and emotional reactions of other learners.
3. Spontaneous participation:

Young children pick up their mother-tongue simply and spontaneously. They have, during
this phase of language acquisition, an almost uninhibited receptive capacity, and they learn
the language instinctively and become totally familiar with its use before even knowing
anything about grammar or spelling. Learning a foreign language is rather more difficult for
an adult, because the situation of the child can no longer be simulated. For years, this
awareness of how a child learns its mother-tongue has been why linguists and scientists have
concerned themselves with the question of how traditional language teaching, which is
divorced from real-life situations, can be improved and made more enjoyable, more efficient
and more situational.

Nowadays, learning objectives and teaching methods are coordinated. New techniques, up-to-
date course books and technical aids enable the learners to overcome their inhibitions and
participate actively and spontaneously in the language lesson.

4. Tolerance of mistake

Children expose language at an early age make several mistakes, but parents dont try correct
immediately, most they tolerate mistake in order to facilitate language learning.At a low l2
communicative level, and students are not able to convey their every thought. Therefore,
teachers should be tolerant of some L1 use. According to Nation (1997), using L1 can help
learning in many cases. The teachers attitude to L1 use should be positive so that students
are not humiliated when they use L1 to assist L2 development. When L1 use is not necessary,
the teachers should tactically lead students back to using L2 e.g. by commenting or asking a
question in L2 instead of showing strong objections.

5. Ample encouragement:

Child in their first language learning gets maximum ample encouragement from the members
of family. Like L1 learner, Students who hold positive attitudes towards language learning
are less likely to suffer from language learning anxiety and more likely to participate actively
in learning tasks .The techniques suggested below can help the teacher build up positive
attitudes among students so that they can feel free to speak in the language class.

Teachers can Change Students negative beliefs and attitudes towards mistakes and discuss
with students the value of language use even if it is not fluent and accurate. Meaning-focused
oral activities can also be used frequently with the goal clearly stated. When students are
rewarded for successfully conveying a message, they will gradually change their perceptions
about mistakes and language use. The teachers' tolerance of mistakes also needsto be made
clear because there is no point in trying to change students attitudes when the teacher still
keeps them.

6. Lots of opportunity for practice:

Both learning theorists and practising language teachers say that, in L2 learning, the amount
of practice that a learner is willing to put in is crucial in determining success. Practice is
consisting of covert activity such as listening to the radio, watching television and reading
etc. Like FLA, L2 learning is involved in learners trying to communicate in real situation;
that means rich experience of the language is essential. According toPolitzer (1965), language
learning needs a tremendous amount of practice and perseverance. It is impossible for one to
understand a language without listening to it a great deal and impossible for one to learn to
speak a language without speaking it.Whatever the disadvantage of lower language aptitude
may be, it can be overcome by sufficient practice and exposure.

7. Positive and familiar environment:

A familiar environment and supportive atmosphere creates feel a sense of support that they
will be more willing to speak in the target language. A familiar environment encompasses
everything the language learner hears and sees in the new language. It may include a wide
variety of situations - exchanges in restaurants and stores, conversations with friends,
watching television, reading street signs and newspapers, as well as classroom activities.
Children acquire language competence in a familiar place where anxiety or shocks (social
shock and psychological shock) are absent. Like FLA, a fearless learning environment should
facilitate for l2 learner.

8. Unconscious learning

The conscious/unconscious learning contrast may refer to awareness at the level of noticing.
In this sense, unconscious learning means 'picking up' stretches of speech without even
noticing them. First Language acquisition is defined as a natural progression or development
in the use of language, typified by infants and young children learning to talk. It is an
unconscious process that occurs when language is used in ordinary conversationand when the
learner is not awareof having learned something.Children can acquire second language even
more than one language in that similar way.
9. No performance anxiety:
In FLA, children feel no performance anxiety to expose in L1 since they expose themselves
in a familiar environment and they get huge encouragement from family members. In this
similar way student with no performance anxiety can acquire L2 more successfully and more
fluently.

Teachers Activity:

1. Positive classroom environment:

The classroom should be an environment where students are not scared of making
communicative mistakes and being ambiguous in communicating. Situations that make
students anxious such as correcting mistakes on the spot, calling on students at random
calling on students without allowing them to prepare for the answers, and calling on a student
simply because he/she is quiet or not concentrating should be avoided. Otherwise, what the
teacher gets from students is usually not desired language use but threatened faces and this
will have negative effects on the students feelings and attitudes afterwards. In short Positive
classroom environment means building a supportive learning environment or Classroom
Environment that is Non-threatening to student.

2. Creatingopportunityfor simulation:

It is important for a teacher to establish some simulate opportunities that ishelpful to develop
students knowledge about L2. Performance-based simulation can promote a wide range of
responses and do not typically produce one single, correct answer. Teachers can also develop
assessment (and instructional) activities that are geared to studentscurrent level of L2
proficiency. Performance-based assessment activities can concentrate on oral communication
or reading. Here are examples of commonly-used activity types designed for assessing
speaking or reading:

Reading with partners

Retelling stories/Completing incomplete stories/Telling a story by using a sequence of
pictures
 Role playing
Giving descriptions or instructions using visual or written prompts
Completing dialogue or conversation
Debating
Playing games

3. Tolerance of mistake should be increased

The teachers' should be increased tolerance of mistakes because it will help student to
overcome their fear of mistake. Then teachers can help them ease some of their irrational
fears and teach them strategies such as self-talks and doing relaxation exercises to deal with
fears. Teachers can discuss with students the value of language use even if it is not fluent and
accurate. Meaning-focused oral activities can also be used frequently with the goal clearly
stated. When students are rewarded for successfully conveying a message, they will gradually
change their perceptions about mistakes.

Students activity:

1. Remove performance anxiety

Performance Anxiety is part and parcel of the language classroom. Almost all learners feel
anxious in language performance. An anxiety may lead learners to avoid contact with the
language, discourage creative input and encourage feelings of inadequacy. Student should
remove performance anxiety in order to learn L2 successfully. It should also be eliminated
from the language classroom and that is largely determined by the interaction between
teachers, their objectives, methodology and the learners. Like FLA, an anxiety-free
environment is needed to overcome performance anxiety which ultimately will lead a student
to language acquisition.

2. Just open your mouth and start speaking:

Student should bear the mentality to speak in L2 since whatever the situation is. They should
introduce techniques to Speak L2 outside the Class. Techniques such as L2 clubs should be
made. Classroom activities can also be linked to these club activities. For example, students
can report on their participation in the clubs or they can share their experience with their
classmates. More opportunities for speaking L2 outside the class can also be created. For
instance, students in groups can do some projects and if possible, they can record their group
work. They may also carry out and record interviews with foreigners who are visiting or
living around.

3. Explore different situation:

Student should explore different situation in order to understand the various ceremonies of
that target language. In that case teacher can help them by recalling and sharing-experience
opportunities for students to make use of their background knowledge and experience in
doing the tasks. It will best for the student, if teachers explore different situation such as how
to buy air ticket, how to treat with a waiter etc. In this way, student will learn how use L2 in
a practical situation.

4. Try to speak to or listen to foreigners or native speaker

L2 learners reluctance to speak L2 is a problem commonly found in L2 contexts.

Consequently, students have fewer opportunities to learn from speaking. For other students,
working with students who are reluctant to maintain and extend conversations also limits
their opportunities for language use. So, students should try to speak to or listen to foreigners
or native speaker.

Conclusion:

There are several techniques in first language acquisition which can be used in second
language acquisition, but not all of them are effective. So along with FLA rules, some
specialized rules are needed for SLA.

The end