Chapter 5 – Reflection paper (THÁI NGUYỄN HOÀNG TUẤN, MTESOL019, Open University)

A reflection paper of second language development

Summary:

This chapter discusses three main parts: common processes and influences, L2 development across linguistic
sub-areas and investigating learner language.

While language transfer is resulted from the variation between L1 and the target language, overgeneralization
is the tendency that learners attempt to apply what they learnt to develop their language ability. Besides,
markedness theory addresses that language learners do not have problem in studying an unmarked feature
rather than the marked ones. Developmental sequences are the constant series of steps in language
development and formulaic sequences are important in language acquisition that it may enhance leaners’
fluency. Fossilization reflects the condition that language becomes permanently fixed among the learners, but
avoidance is used to describe the situation which learners try to be adaptable with the learning difficulties
such as using less or making it easier to use.

The second part shows the influence of those tendencies above to specific sub-areas of language learning.
Phonology, especially pronunciation, is the most difficult to master for L2 learners. Despite the challenge of
acquiring a number of considerable vocabularies, cognates which originated in a similar root are useful for L2
learners. Obtaining a basic set of morphemes in a same way by various—language- background L2 learners
leads to a vital role for some aspects of grammatical development. Studies related to SLA and syntax shows
that learners first only recognize the beginnings or ends of sentences, and then they later perceive more
complicate matters within sentences by word order. In a research about English L2 question development by
Pienemann and his co-workers, the similar patterns in acquiring English question lead to a conclusion that
developmental sequences are foundation for L2 development. While many language teachers claim that the
ability to use L2 linguistic features in contextually appropriate situations is essential to L2 communicative
competence, pragmatic issues are thought to not be quickly acquired. The development of L2 literacy-related
skills, especially reading, has received numerable attention.

The final discussion in the chapter is about language corpora defined as large sets of language data. They are
useful to find out frequencies or patterns in language and are appropriate for those are fond of studying the L2
learning process.

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Chapter 5 – Reflection paper (THÁI NGUYỄN HOÀNG TUẤN, MTESOL019, Open University)

Evaluation:

- I am concerned about the developmental sequences in learning languages which I mention in a question
below.

- In the second part of the chapter, sociocultural approach plays a key role to explain that language acquisition
takes time. The language corpora, however, can be a various source for educators and teachers to make
reference so as to maximize their language teaching effectiveness.

Questions:

1/ To what extent can a teacher flexibly adapt his curriculum to be suitable with the developmental
sequences?

2/ Have you ever consulted from language databanks? If not, if you have a chance to be accessible in those
data, which point will you find out to solve a practical problem within your classroom?