People learn a second language by relying on cognitive, affective, and linguistic conditions when they are exposed to authentic language contexts.
The cognitive, affective, and linguistic conditions are so related that a separate line among them may not exist. However, we can still identify the core concern of each of these conditions.
The cognitive conditions involve the learner’s mental functions in relation to language learning. The affective conditions refer to the learner’s emotional manifestations in relation to language situations. And the linguistic conditions have to do with the learner’s language systems.
COGNITIVE CONDITIONS OF SECOND LANGUAGE LEARNING
Among the cognitive conditions that successfully take place in L2 learning situations, researchers highlight the following:
Automaticity: children are successful second language learners! Why? Although you may have read about controversial statements related to innate conditions and/or the critical period, what is certain is that children get intensively involved in language use without paying much attention to form. They mostly use language unconsciously through a constant input/output language flow, thus giving rise to an automatic process.
Do you think that adult L2 learners make use of (or can benefit from) this child-like aspect of L2 learning?
If adult L2 learners get immersed in intense meaningful use of the target language both receptively and productively, they will certainly benefit from an automatic process of language learning similar to the one children experience. Of course, it is important to stay away from too much analytical practice or attention to language form.
In his book, Principles of Language Learning and Teaching, Brown (1994) indicates, for instance, that children make a faster transition to language automaticity because adult L2 learners usually linger in analytical modes. While adult L2 learners tend to analyze language form, children move through high-speed automatic processing with peripheral attention to language structure. Therefore, in order to automatize second language learning (like children do), adult L2 learners should create conditions for constant and meaningful language use where forms, if any, are dealt with peripherally or in context.
Consider a scenario where a parent and child are visiting a park in a foreign country. If the parent has recently moved to the country, they may be trying to learn the language. While in the park, the parent may be quietly reading an English book or listening to audio to improve their language skills. Meanwhile, the child is likely busy running, yelling, and playing with other children, but also constantly using their speech organs to communicate. In this situation, who do you think will learn the target language more quickly? The answer is likely the child. While the parent may be analyzing language forms for future conversations, the child is using the language actively and intensively to communicate with their peers.
Meaningfulness: a piece of new information becomes meaningful when it can be related to existing knowledge. People learn more easily by connecting new bits of information to existing cognitive structures.
This is not any different when it comes to language learning, i.e., people make sense of input language when it can be grounded on previous knowledge. In essence, the language meaning-making process works this way; new information becomes intake when it is anchored in the speaker’s existing repertoire.
If people are exposed to situations that involve the practice of language forms with no attention to associative links between new and existing information, they will most probably fall into what is called rote learning.
Rote learning, a way of learning characterized by practicing new bits of information that are not connected to the learner’s background knowledge, gives rise to poor assimilation. Rote learning (e.g., memorization of isolated forms), if planned, should constitute a preamble to meaningful activities.
Motivation: successful second language learners are usually highly motivated.
People learn a second language more easily when there is an inner drive to do so. This means that, rather than the expectation of a reward, there should be an impulse within the individual towards the learning process. This is what is called intrinsic motivation.
It is undeniable, however, that integrative (e.g., the necessity of joining a group or society) or instrumental (e.g., the necessity of passing an exam or course) motives can function as catalysts of the learning process to some extent, but it is an inside motive that sparks better and sustained second language learning. It is one’s desire of self-determination or fulfillment that guarantees a higher level of success throughout the process of second language learning.
Learning strategies: good L2 learners make use of effective learning strategies.
Learning strategies are the methods learners use to solve a problem or achieve a particular goal.
Common learning strategies good language learners apply are:
- Planning for language use: this involves practicing and rehearsing in advance the necessary language structure or forms for an upcoming language activity or encounter.
- Monitoring language comprehension and production: constant correction or analysis of one’s speech with regard to rules of appropriateness.
- Resourcing and note-taking: using reference materials and taking notes of key elements for effective production and comprehension in the target language.
- Cooperation: constant willingness to work with peers in order to practice the target language at any moment.
- Appealing for assistance: taking advantage of every opportunity to ask for correctness.
AFFECTIVE CONDITIONS OF SECOND LANGUAGE LEARNING
The affective conditions of second language learning have to do with aspects that involve emotions.
Some of the most outstanding affective characteristics or conditions people exhibit in second language learning situations are the following:
Self-esteem: people with low self-esteem are not usually willing to embark on new projects. In addition, when they embark on a new project, like the case of learning a second language, they are more prone to fail.
Successful second language learners usually exhibit a positive level of self-esteem; they are always confident in their ability to learn the target language. No matter whether they are gifted or not to language learning, they show faith in themselves and, consequently, end up overcoming any obstacle throughout the process of second language learning.
Risk-taking: many second language learners, conscious of their ill-formed new language, get into a period of avoidance as a way of protecting themselves from possible embarrassing situations related to their language performance. Contrary to this behavior, successful L2 learners are risk-takers. They don’t avoid using the target language; regardless of being sure about the right forms, they just take the risk like good gamblers, hoping to meet the expected outcomes, e.g., fluid and respectful communication. However, when an unexpected situation comes up, they have a plan to amend or overcome it.
For instance, risk-takers overcome embarrassing language situations by taking advantage of the occasion to spark further interactions fueled by amicable hilarity. They turn potentially embarrassing situations into positive opportunities to follow up on language use. Simply put, they don’t show shamefulness and inhibition, but they laugh and talk!
Attitude towards culture: successful L2 learners will rarely experience any sign of culture shock, a phenomenon characterized by a feeling of hostility, unhappiness, estrangement, and homesickness – a psychological crisis.
In addition, rather than being biased or assuming a stereotypical behavior towards the new culture, successful second language learners approach it positively, i.e., they like it and enjoy it. Therefore, they adapt to it more quickly.
LINGUISTIC CONDITIONS OF SECOND LANGUAGE LEARNING
The linguistic conditions have to do with the linguistic systems second language learners count on.
Native and target language effect: successful L2 learners recognize that relying on their native language may lead to errors. In addition, they recognize that relying on the target language as a source of information will lead to effective language use and, hence, learning.
The point is that good language learners are aware of the fact that any attempt to make a syntactic, semantic and phonological transfer to the target language will most probably result in a terrible mismatch. Therefore, they mostly resort to the target language itself as a reliable source of input language, e.g., if they want to know how something is said in the target language, they don’t translate it from their native language, but they find out how native speakers say it.
Communicative competence: good L2 learners count on an integral system involving structural, sociolinguistic and strategic aspects. They approach second language learning by working on grammar and discourse, by externalizing or internalizing cultural flexibility/awareness, and by deploying compensatory communication strategies. In essence, successful L2 learners embrace the scope of communicative competence.
AUTHENTIC LANGUAGE CONTEXTS
The previous cognitive, affective, and linguistic conditions of second language learning come into action more successfully when learners are exposed to authentic language contexts.
Exposure to authentic language contexts means having the opportunity to use language the same way it is used in society or for a real purpose. It is not merely the act of developing drills or rehearsing dialogues. It is to get involved in or to deal with the language of real letters, newspapers, magazines, movies, television, speeches of public people, etc. In general, it is to use language for real communication.
Witten by Jose Vallejo
