Language Acquisition Vs Language Learning.

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Difference between Language Acquisition and Language Learning

Key Difference: Language Acquisition is the manner of learning a language by immersion.  It provides the student with the practical knowledge of the language whereas, language learning focuses on providing theoretical knowledge of a language.

           Language is the primary form of communication that humans use.  However, language is not something that is taught to children.  A child will pick up his/her native language just by being around other people, mainly their families.  This is called language acquisition.  The child acquires the language without any conscious thought or study.

     In fact, by the time a child is five years old, he/she can express ideas clearly and almost perfectly from the point of view of language and grammar. This is despite any formal studying of the language.

     Language learning, on the other hand, is a structured learning of a language.  This is the process that most people follow when trying to learn another language.  Here the student is made to study lists of vocabulary, as well as sentence structure and grammar.  This is the most common method used in schools and language learning centres.

      Language learning is generally considered to be a slower process than language acquisition.  There are people who study a language for years without mastering it.  The main difference between Language Acquisition and Language Learning is that Language Acquisition is the manner of learning a language by immersion.   It provides the student with the practical knowledge of the language, for example, the student might not know the grammar rule but is still able to immaculately converse with a native whereas language learning focuses on providing theoretical knowledge of a language.  In this case, the student might know all the proper grammar rules and the correct ways of sentence structuring, but might still lack the confidence to have a conversation with a native.

        Hence, as stated by Stephen Krashen, students who are taught in a formal, structured way will “learn” the language but never fully acquire it.

Comparison between Language Acquisition and Language Learning:

Comparison between Language Acquisition and Language Learning:

	Language Acquisition	Language Learning
Meaning	Picking up a language	Studying a language
Focus	Practical Knowledge	Theoretical Knowlegde
Method	Unconscious, implicit	Conscious, explicit
Situations	Informal situations	Formal situations
Grammar	Does not use grammatical rules	Uses grammatical rules
Dependency	Depends on attitude	Depends on aptitude
Order of learning	Stable order of learning	Simple to complex order of learning

My Comments:

To be able to talk about any topic or issue, a learner must be well-informed to speak on the subject matter.  I repeat, he must have the grammar, vocabulary and knowledge of the issue to speak or write about.  Grammar is just the framework for a learner to build the materials upon it.  The vocabulary and the knowledge for any specific situation depends largely on an individual acquisition through learning in context and knowing how to transfer the learning of vocabulary and structure in the new situation.

Critiques

      Although CLT has been extremely influential in the field of language teaching, it is not universally accepted and has been subject to significant critique.^[17]
In his critique of CLT, Michael Swan addresses both the theoretical and practical problems with CLT. In his critique, he mentions that CLT is not an altogether cohesive subject, but one in which theoretical understandings (by linguists) and practical understandings (by language teachers) differ greatly.
      Critique of the theory of CLT includes that it makes broad claims regarding the usefulness of CLT while citing little data, that it uses a large amount of confusing vocabulary, and that it assumes knowledge that is predominately language non-specific (ex. the ability to make educated guesses) is language specific.^[17] Swan suggests that these theoretical issues can lead to confusion in the application of CLT techniques.^[18]
      Where confusion in the application of CLT techniques is readily apparent is in classroom settings. Swan suggests that CLT techniques often suggest prioritizing the "function" of a language (what one can do with the language knowledge one has) over the "structure" of a language (the grammatical systems of the language).^[18] This priority can leave learners with serious gaps in their knowledge of the formal aspects of their target language. Swan also suggests that, in CLT techniques, whatever languages a student might already know are not valued or employed in instructional techniques.^[18]
      Further critique of CLT techniques in classroom teaching can be attributed to Elaine Ridge. One of her critiques of CLT is that it implies that there is a generally agreed upon consensus regarding the definition of "communicative competence," which CLT claims to facilitate, when in fact there is not. Because there is not such agreement, students may be seen to be in possession of "communicative competence" without being able to make full, or even adequate, use of the language. That an individual is proficient in a language does not necessarily entail that they can make full use of that language, which can limit an individual's potential with that language, especially if that language is an endangered language.   
      This critique is largely to do with the fact that CLT is often highly praised and is popular, when it may not necessarily be the best method of language teaching.^[19]
Ridge also notes that CLT has nonspecific requirements of its teachers, as there is no completely standard definition of what CLT is; this is especially true for the teaching of grammar (the formal rules governing the standardized version of the language in question). Some critics of CLT suggest that the method does not put enough emphasis on the teaching of grammar and instead allows students to produce utterances which are grammatically incorrect as long as the interlocutor can get some meaning from them.^[19]
        Stephen Bax's critique of CLT has to do with the context of its implementation. Bax asserts that many researchers associate the use of CLT techinques with modernity and, therefore, the lack of CLT techniques as a lack of modernism. In this way, these researchers consider teachers or school systems which don't use CLT techniques as outdated and suggest that their students learn the target language "in spite of" the absence of CLT techniques, as though CLT were the only way to learn a language and everyone who fails to implement its techniques is ignorant and will not be successful in teaching the target language.<sup>[3]

(https://en.wikipedia.org/wiki/Communicative_language_teaching)</sup>

Your Mother Tongue Vs the English language 26/10/2017

Your Mother Tongue  Vs the English language  26/10/2017

        Foochow, my mother tongue, is a dialect.  It is a sound-meaning version of under-developed language.  In other words, the dialect is based on sounds that associate with meanings.  Compared with the English language, it is like ABC letters to the whole version of spoken and written English.  I guess that all the dialects in this world are like Foochow.  It is your mother tongue that you stay connected round-clock to it even in your sleep if you still use it.  It has limited range of vocabulary and patterns.  You do not even know the forms nor sounds and symbols if you are illiterate to learn it.  You learn it through a lot of repetition and rehearsal of it. 

        It is idiotic to think that you do not need to learn the grammar of the English language if you learn it as a second language and you have to use the language in writing especially.  The written form of English means that you have to show it in black and white.  Grammatical errors will mar your writing even though you have many and really brilliant ideas to share. 

        Grammar is the framework of language.  A full grasp of the grammar does not guarantee you to be able to speak and write at will if you have no idea or not well-informed of the subject matter.  For example, a native English who has no idea about the story of “Magic Monkey”, can he or she speak or write about it? Does it have anything to do with his/er English proficiency?

       Similarly, not being able to speak the English language after years of learning the grammar of English in the classroom has nothing to do with the knowledge of grammar.  It is concerned with the knowledge of the specific information.  For example, I was quite at a loss about what to ask when I wanted to know how to apply for a credit card at a bank when I saw the advertisement encouraging the customers.  It was my first time asking for this specific information. 

Yes, I had the grammar framework but I did not know the right word to use though I had the word at my disposal.  Hence, I asked one of the officer there, “What are the qualifications to apply for a credit card?”  She corrected me saying, “Oh, you mean what the criteria are to apply for a credit card.”  See, I learnt the word ‘criterion / criteria’ years ago but I had never applied in a real-life situation.  I forgot about the words.  Hence, it was not impressive enough for me to retrieve it in time of need.  I was familiar with the words ‘quality, qualify, qualified and qualification’.  In the case like this, the best choice of word, of course, is ‘criteria’ not ‘qualifications’in this context.

        The right choice of words really has nothing to do with Grammar which is about the general rules of forms and functions.  The right choice of words only has something to do with language experiences knowing the right word and its meaning for any specific situation. 

        So, can I say that you are not wasting your time to learn all those grammatical rules to be reinforced with a lot of texts reading?  If learners are not familiar with the forms and functions, I really find it necessary to drill them item by item in isolation and in context.  And  is it advisable for language teachers to create such awareness of how language works in texts?  I really find it necessary to pinpoint out the Subject Verb agreement, tenses used and other word classes in phrases or clauses in a sentence for learners.  These analyses will no doubt help them understand the passage better in one way or another. 

        You may say that reading passages are meant for the understanding of the content or the subject matter.  Yes, first time reading for main ideas, second time reading for specific information and the third time is to connect main points and the details to the title.  You may perhaps analyse the sentences in the third time reading.  If you can understand the meaning and structures of the passage, what more can’t you do? 

        If you have a full grasp of English grammar, a rich stock of vocabulary and you have the ideas or well-informed of the subject matter, are you still tongue-tied or hand-tied to express yourself in English?

Is Grammar Important? 23-25/10/2017

Is Grammar Important?    23-25/10/2017

        Well……no, if you only need to learn limited stock of vocabulary, language structures or patterns to fulfil your daily needs.  And you have the unlimited chances to hear the repetition and rehearsal of these words and structures all the time.  You also engage in the language use in speaking.  That is your mother tongue which people say that you are “connected to it 24 hours”.  That means that you use the language even in your dream.  Well, learning grammar is absolutely unnecessary.

        No, I did not learn any grammar for my first version of language, Foochow, a dialect which I see a less than half-developed language.  I learnt this dialect by hearing and listening.  I used this language to express my feelings, ideas, opinions and thoughts when I was small.  Hence, Foochow has a place in my faculty of speech.  I have more or less a full record of speech in Foochow.  I do not have any problem to express myself in Foochow.

        I learnt the standard Chinese language when I went to a Chinese Primary School.  I learnt the language through a lot of input in Chinese as all the subjects were in the Chinese language.  We did not learn Grammar at all for Chinese.  Besides, the Chinese language also corresponds well with my Foochow dialect in terms of structures.  This is perhaps the reason why I could learn Chinese easily with little pressure.   I do not need to know the Chinese grammar to speak Chinese fluently.  I can speak and write Chinese well enough because of having constant input in texts reading and listening in Chinese. 

        Besides, the Chinese language does not have different tenses and forms, subject-verb agreement and so on compared with the English language.  We are not bothered by the subject-verb agreement in the Chinese language, either.  It is so much simpler for me to learn it at ease.  The English language was taught as a single subject when I was in Primary Three and it proved to be so difficult for me to follow from spelling to structures.  I still can remember how often our English teacher gave us the spelling test and how often I was caned for not passing the tests.  It was a hard time for me.  I even resorted to cheating.  The language was too alien for me to learn then.    

        When I was in secondary school, all the subjects were in English except the Chinese subject.  I was more or less lost in this language.  I can’t remember how many times I could pass the English subject.  Other subjects like Geography, History, Science and the like, I could memorise the key points to pass them.  

        I had so much listening and texts reading input in English in my secondary schooling.  I have no idea if we were taught the English grammar or not.   I used the language quite fluently but not so accurately because I had no idea how the language works.  I used the language quite spontaneously but I was blurred about the language forms and often hesitated about the usage.   

        I just managed to get “E” for the English language and also “E” for my Literature in English for my School Certificate.  I did not pass my General Paper in Higher School Certificate though I still got the full certificate because I could pass 3 other principal subjects and 1 subsidiary subject.  These were my past struggles to learn the language.  I guess that I was a slow learner.  I am also not so fast now. 

        When I enrolled to study an English course at a university in Taiwan, only then I realised that the importance of English grammar and pronunciation to become competent in the language.  I found how well my coursemates performed in the written tests as they made no or few grammatical mistakes.  The whole English learning scenarios/arena there and then emphasised a lot on the accuracy use of the English language.   They did not get enough texts reading and listening input, hence their English lacked fluency.  Unlike me, I had better fluency (partially fluent) but lacked accuracy. 

But the parents there and then believed in the myth that oversea Chinese students had better command of English.  So, it was never difficult for me to find students to give tuition.

        When I gave tuition there in my sophomore year, I found the need to study grammar seriously in order to deal with the questions posed by my secondary school students.   In Taiwan then, a teacher had to explain why for the choice of the answer.  I still can remember how I failed to answer the question posed by one of my tuition students. 

He asked me why the word after ‘ devoted to’ is present participle not ‘to-infinitive’.  I was not able to answer him with a clear explanation but could only tell him to remember it that way.  I knew that it was not a professional way of dealing with the question.  I did not feel good to fail my tuition student this way.  Hence I decided to look around for a more suitable and better grammar book to brush up my English grammar.  Though I had the coursebooks on grammar, they did not touch me enough to enlighten me. 

        Luckily, I found a very good grammar series written by Li Ming Ho.  Through studying and doing the exercises of these books, paying attention to forms and the structures in texts reading, investigation on tenses both in the active and passive voice and their relationship with forms of the verb,  and studying different grammatical items, my understanding of this language was getting better and better. 

Finally, I understood why ‘devoted to’ is followed present participle not to infinitive.  It is because the word ‘to’ is used as a preposition here.  Based on the rule,  the preposition is followed by noun/pronoun/present participle.  This is an enlightenment to me.  That is why 'I am looking forwards to hearing (not to hear) from you.' This understanding enabled to gain better insight on the general underlying rules governing the language structures.

I really find that knowing the grammatical forms and their functions is really important in language use in speaking and writing especially.  Being able to analyse the sentences also helps a person in texts reading and listening activities.   

        English is learnt as a second language here in Sarawak and elsewhere in the Federation of Malaysia.  Like a blueprint to build a house or a road map or the Global Positioning System to help a person to go to any desired destination, the mind-map of grammar of the English language serves as a guide to a learner to explore the unfamiliar terrain. 

        If a learner has a good knowledge of English grammar, he can edit his own work.  If he does a lot of texts reading and listening in the input and he also engages himself actively in language use in speaking and writing,  he will command the language in the course of time as he has the grammatical rules to refer to all the time.  Remember being competent/proficient means that a learner is able to use the language correctly in speaking and writing.

        Bear in mind that English is learnt as a second language.  Thus learners are not connected to it 24 hours.  No doubt, some deliberate effort is needed to set up the speech patterns in their heads.  They must have enough recorded speeches or language experiences or exposure to use the language freely and creatively. 

        As I have said before, an English word may have different forms.   I am not sure if a native English speaker can differentiate the following forms of the word ‘die’ in the following sentences.

die   dying  died  died

dead  / deadly

death

1.   Tina's pet cat ___________ a few days ago.

2.   Tina cried so sadly over the _________ of her pet cat.   

3.   The cat was _________ when she came home from school that day.

4.   She guessed that it could be due to the _________ bite of a poisonous snake.

For learners of English as a second language, if you have the
knowledge, for sure, you know what is the right word for each blank.

Fill in the blanks with different tenses of verb-to-be.

1.   Bill ________ sick a few days ago.

2.   He ________ still sick today.

3.   He ___________ sick since last Wednesday.

4.   He _______________ sick for a week by tomorrow.

5.   Bill's brother _________ sick if he plays in the rain so often.

6.   A few months ago, Bill _______ so sick that he was admitted to hospital.

7.   He __________ sick for nearly a month before he recovered.

Is grammar important if you learn English as a second language?