Paper Example on Learning of English as a Second Language

Abstract

The study is aimed at establishing factors that can influence the learning of English as a second language regarding writing, reading, speaking and listening by Tongan Secondary students. The study is a correlation in design and worked to expound on how different factors are brought together to form the English language. The study took into consideration psycholinguistic, linguistic, classroom and bilingual learning, and sociolinguistic factors perspectives. The participants were 100 Form 5 Secondary students together with 24 English teachers. Instruments used are questionnaires for teachers, learners and students' performance in the four English macro skills. The following factors were found to be in correlation with learner's learning of English macro-skills: age, the frequency of use, the purpose of use, use of English at home, motivation and career aspirations.

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Chapter One: Introduction

1.1 Background and Statement of Problem

1.1.1 The Sociocultural Context

Marcus (2005) identified two crucial truth in Pacific history that make the uniqueness of people's culture around the globe. Even though there are many changes in the world, many people have always found pleasure, pride and respect for their language and cultural heritage which are important markers of cultural identity. The feeling of honor and dignity have been personified in the concern expressed continuously in Tongan, to nourish and protect such unique language and traditions. Mathewson (2007), uttered this concern during a talk on "Vernacular language in South Pacific education": it is worth appreciating the fact that language is tied up with culture. Hence, the concern regarding language is part of the interest regarding the entire culture, about the whole way of life.

Taufe'ulungaki (2013), also spoke about the same concern in her talk during a conference on "community language,.." Currently, in many parts of the world, vulnerable and small langue communities, as well as their cultures, are getting eroded as a result of other powerful languages and culture.

Marcus (2014), referred to this effect as a modernization era. All countries in the world are going through modernization leading to an opening of researchers, tourism, and investments. People go to other countries to look for employment; increasing population leading to lack of enough land; an increase in telecommunication; and the high need for money leads to modernization. This process has availed opportunities which attract many people away from a way of living that was based on farming, fishing, and agriculture, to a 'white-collar' existence whose achievement in social mobility, status and employment depend on good education. For one to be successful in school, then English knowledge is a critical component since it is the core media in which instructions are conveyed. It leads to high demand to learn and understand how to use English, and it becomes such a significant need as the desire to understand local dialect for the sake of maintaining cultural heritage. ,

1.1.2 The Roles of Tongan and English in the Society

Spolsky B. (2003), states that local languages are for oral use. The local dialect is essential in helping people communicate every day at their community, home, government, and stores. In Tonga, the Cabinet carry out their daily business in the local dialect, hence making the official language languages. Spolsky (1997), also indicates the use of written local dialect. Bibles are available written in Tongan. Churches have both hymn and prayer books written in local languages, and they are sold in leading bookshops. Local languages are also for community and personal identity and nurturing and maintaining cultural traditions (Svanes, 2013). In the primary school, for instance, Tongan is used as an official medium of instruction. With English on the other hand. Spolsky (2013) states that spoken English is useful for conversation when communicating with visitors, expatriates, and tourists.

According to Tarone (2014), English is not only a subject but serves as a medium of conveying instructions at the secondary level of learning. English is an official medium of instructions at both secondary and primary schools. However, in as much as English might serve as the best medium of communication, Tongan is an official, English is never put to practice as such. Teacher gets it more comfortable teaching in Tongan. At this point, it is either they teach English using their local langue as a medium, or they put in practice both local and English alternately as a medium when explaining (Strong, 2014). Both written and oral English is used in education. English seems to be the written language of trade, commerce, technology and higher administration. Written English is used at the road and street signs intended for visitors and tourists. Like many countries in the world currently, English is used for international communication.

1.2 The Purpose of the Study

To determine:

• Their performance in writing, reading, and listening speaking English
• The linguistic as well as non-linguistic factors that relate to students learning of English language macro skills

To compare the perception of learners and secondary English teachers on aspects that connect to the learning of English language macro skills

To put in practice linguistic theory to try and account for:

• The performance of learners
• Other aspects that affect the teaching of English language as a second language is on macro skill development.
• Teachers and students view on issues which affect English as a second language macro skill development.

1.3 Research Design and Methodology

The study is correlational and descriptive. It describes the student's prowess in using English language macro skills and explores features which relate to their courage in using the English language macro skills learned. Data was collected from two primary information sources. The test performance of the learners in four types of macro skills an of English and assessment of insight not only of teachers but also of students who partake in the process of learning and teaching of English at the secondary school level.

1.4 Significance of the Study

The primary aim of the research is its attempts to identify aspects which might be related with the studying of English language macro-skills by secondary learners. If some elements correlate with learner's performance in English language macro skills, then the factors might be the cause of the challenge faced by learners in learning English language macro skills. It is only an experimental study which could endorse that. This form of information can be vital, both to English teachers as well as the Education Ministry. Also, language writers and planners will benefit a lot. The research will also contribute to the study literature in the area of Second Language Learning.

1.5 Structure of the Report

The background of the study has been given in this Chapter. Chapter two comprises literature review that is of the essence to the focus of the paper. A full description of the research design as well as methodology if given in Chapter three. Chapter four presents the finding of the article, and Chapter five it is a detailed discussion of the findings in the light of linguistic theory. Chapter six involves recommendation and conclusions.

Chapter Two: Review of literature

2.1 Introduction

The efforts to identify potential and significant factors leading to failure and success in the leaning of the foreign language (FL) or second language (SL) has been part of the research in second language acquisition (SLA) for a long time (Olstain., Shohamy, Kemp, & Chatow, 2014). Since these factors are many, investigations like this should have an understanding of SLA as an occurrence, especially the various features that are involved in the process of acquiring or learning the second language. Through the knowledge of these aspects, one will be in a position to provide a reasonable basis regarding the type of issues to be studied.

Another way of considering SLA is also elaborated by Patkowski (2014) view, "Second language learning is a product of various factors involving the learner and learning institution both working together. What is given by tins view is not different description of SLA from aforementioned, but an alternative method of organizing the same features of SLA as well as explaining them regarding specific relevance to the factors that relate to learners as well as the environment in which the learning is happening. Various scholars have used this method through different modifications regarding how these factors are categorized and conceptualized.

Pienemann (2017), for instance, gave the difference between elements which are 'internal' and 'external' to the student. External factors are variables like social environment, LI, and biological factors like age. Internal factors include aspects of learners linguistic and cognitive capacities as well as the mental structures. This typology of issues was involved in the multi-dimensional framework used in studying aspects important to learning of the second language.

Another way of grouping Spolsky theory of the second language gives these factors. The theory states that achievements of different outcomes in the learning of the second language are an outcome of four different groups. He expresses the claim in the formula, Kf = Kp + A + M + 0. Kf represents knowledge, Kp stands skills, A represents different components of prowess including intellectual, biological and cognitive skills; M represents factors like attitudes, personality, anxiety, and motivation; 0 represents an opportunity for studying the language.

Pierson, G.S, & Lee, 2015, adds that so important are these factors in second language learning that Spolsky states that "each of the parts leads to different results: if anyone is not present then no learning will take place."

2.2 Knowing a Second Language

Savignon (2018) refers SLA as a non-uniformed a...