For this entry, I interviewed Kani Shiwani, who came to the United
States when she was in 2nd grade. Her primary language is Urdu
and she learned English at the age of 7. When asked about what was most
difficult when learning English, Kani said it was syntax, or grammar structure.
Because I am also an ESL student myself, we both agree that syntax is the most
complex because English is very versatile. Even though English comes with a set
of rules, “native speakers of English frequently violate the prescriptive rules”
(Gass & Selinker, 2008, p. 10). Although rules are violated, the sentences
can still be understood and in some cases, considered correct. Thus, it can be
difficult for ELLs when they first learned the language because there are many
variations.
When Kani first learned English, she struggled due to the vast
difference between her primary and secondary language. Urdu is read from right
to left whereas in English, it is read from left to right. She had a hard time
adapting to this change, especially at a young age. Moreover, the alphabet of
Urdu looks completely different from that of English. Kani notes this was
reason why it might have been a tough transition for. Features that “are
perceived to be marked or more ‘language specific’ are less likely to be
transferred to the L2” (Ortega, 2013, p. 38). The syntax for Urdu is also
different—the verb comes before the noun, which is opposite in English.
According to Kani, what made the transition easier was that the two languages
had a similar phonemes or sound system. In Urdu, there are similar phonemes
such as /b/ or /k/.
Kani states that another thing that helped her learn English was
the environment she was in. Her teachers were supportive and made
accommodations to help her learn. She also made friends that were native
English speakers. Her community also promoted English language learning.
According to Rowland, "the second pre-requisite we need to acquire
language is an environment in which we are exposed to a language" (2014,
p. 16). I believe that despite the obstacles, ELLs can definitely succeed if
they are allowed to thrive in a supportive community that promotes language
learning, just as Kani and I did.
Citations
Gass, S.M., &
Seliner, L. (2008). Second language acquisition: An introductory course. (3rd
ed.).
New York, NY: Routledge.
New York, NY: Routledge.
Ortega, L. (2013).
Understanding second language acquisition. New York, NY: Routledge.
Rowland, C. (2014).
Understanding child language acquisition. New York, NY: Routledge.
Hi Mia! I really enjoyed watching your interview with your friend Kanwal! I found Kanwal’s English-language learning journey to be incredibly relatable to mine, as I myself also struggled a lot with the grammar part of English. Kani describes her journey of learning a second language as quite difficult because there were vast differences between her primary and secondary language, one being the syntax, which can be described as the arrangement of words and phrases. Ortega states that participants who are in the early stages usually have a more difficult time with syntax and discourse. Ortega also states (2013) “L2 writers may be unconsciously attempting to organize information following principles of their L1.” (p.45) So it only makes sense that this is what Kani struggled with. However although Kani struggled with the syntax, I am really happy to hear that the similar phonemes between the two languages (English and Urdu), made the transition a little easier for her, and that she is now fluent in her second language.
ReplyDeleteOrtega, Lourdes. (2013). Understanding second language acquisition. London:
Routledge.
Hello, Joana!
DeleteI do believe that syntax is one of the hardest concepts to master when learning L2. In my opinion, I think the reason is because different languages have different sets of grammar rules. Even as an adult who is fluent in English, I still find myself struggling with syntax because there is a lot to learn. Having L1 can affect the rate of learning a second language. According to Ortega, “information structure of the L1 can have a profound influence on grammatical and discursive choice learners make in their L2” (2013, p. 44). It can either help learners transfer their L1 knowledge to L2 quicker, or make the learning process more difficult.
Ortega, L. (2013). Understanding second language acquisition. New York, NY: Routledge.
Hi Mia! I enjoyed watching your interview.
ReplyDeleteI found it interesting that syntax of Urdu is extremely different than that of English. Prior to watching your video, I wasn’t aware of the fact that the verbs come before the noun in Urdu. According to Ortega differences and similarities between an L1 and an L2 “are at the root of attested learning difficulties” (Ortega, 2013, P.33).
Moreover, by watching your video I realized that Kani and my friend, Maria, that I interviewed for my video avoid the same aspect of their L2, English. In Understanding Second Language Acquisition, Ortega states, “[…] Negative L1 transfer does not [always] lead to noticeable errors of commission or to ungrammaticalities in the L2. This is the case of avoidance or errors of omission (Ortega, 2013, P. 40).”
Reference:
Ortega, L. (2013). Understanding second language acquisition. New York, NY: Routledge.
Hello, Anayvette!
DeleteYes, I agree that differences and similarities between L1 and L2 can cause language learning difficult for students. The differences might make it hard for students to retain the information. Some languages are completely different from English—the alphabets don't look remotely the same. On the other hand, similarities between the languages can be confusing to students when learning L2. However, in order for a transfer to L2 to take place, students need to make an interlingual identification, which is when "something in the native language and something in the target language are similar" (Ortega, 2013, p. 33). I believe the similarities help students pick up a new language faster.
Ortega, L. (2013). Understanding second language acquisition. New York, NY: Routledge.
Hey Minh, I thought that it was interesting that my mother also struggles with grammar as well, and I agree the visuals are beneficial for ESL students. For English Language Learners, to see what they are being taught will allow them to grasp the concept quickly and efficiently. According to Gass and Selinker, for the ELL student to fully get a hold of the English languages, they must have some sort of visual input/enhancement to facilitate learning (Gass & Selinker, 2008). Like your friend, Mrs. Tabbara, the woman I interviewed stated that Arabic is written differently than the English language, especially since the alphabet is totally different. I agree and relate to your friend because my mother also felt that there were not many people that were from her country of origin- Lebanon when she was learning English, so she had to adapt quickly. Furthermore, Mrs. Tahani Tabbara also tries to write short sentences that get the point across versus having long messages that can have grammatical errors. My mother also continues to read magazines in her native language just so that she does not lose it due to being surrounded by native English speakers, English signs, etc. It is important for bilingual speakers to continue to speak both languages almost simultaneously so that they are lifetime learners.
ReplyDeleteGass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Routledge/Taylor and Francis Group.
Hello, Mona!
DeleteIt is interesting to see people have different ways of picking up languages. Visual input and enhancements are one of the most common ways that ELLs use to learn English. When I first came here, I also used picture dictionaries, which helped me greatly. It’s awesome that Mrs. Tabbara was able to learn English quickly. I was also exposed to a new environment, and I didn’t have any friends that spoke my language. I think that was helped me learn English—I interacted a lot with native English speakers. Despite learning at different age and in different environments, “there is a unity of process that characterizes all language acquisition, whether of a first or second language, at all ages” (Gass & Selinker, 2008, p. 124).
Gass, S.M., & Seliner, L. (2008). Second language acquisition: An introductory course. (3rd ed.). New York, NY: Routledge.
Hello Mia, it was quite interesting to hear the specific challenges that some ESL students faced while learning English. I feel it it is important to know these specifics because I need to know some of the challenges I will face while teaching students in Japan next year. knowing that syntax and grammar play into many of the difficulties while learning gives me an idea of where I will need to focus my richest lessons on.
ReplyDeleteThat said, I feel that many of her difficulties may be overcome because of the age at which she began learning. Ortega points out that "most learners who begin acquiring the L2 before a certain age, typically before puberty, will develop levels of morphosyntactic and phonological competence that are very close to those of native speakers of that language." (Ortega, 2013, pg. 28). I believe that while the vast differences between the languages will still prove to be a hurdle, but the longer she is immersed in an English speaking environment, the more likely she will be able to become a true native level speaker.
Ortega, L. (2013). Understanding second language acquisition. New York, NY: Routledge.
Hello, Lee Anthony!
DeleteI find it so interesting that you want to travel to Japan to teach English in the future. I also want to do the same in South Korea. I’m also struggling to learn the language because of the syntax and grammar. I also believe that the reason why it might be hard for the both of us is because we’re learning at an older age. I believe that age plays a great role in second language learning. I learned English when I was 9-years-old. My dad had been learning English for at least 15 years before we came here, but I was able to learn it at a faster rate. My pronunciation also improved a lot more than his did. Thus, I believe age plays a huge factor. According to Ortega, however, “some adult starters can achieve native-like levels in their L2, or at least extremely high levels that are near-native” (Ortega, 2013, p. 29). We should not give up and keep learning!
Ortega, L. (2013). Understanding second language acquisition. New York, NY: Routledge.