Linda Bond Page 1

Who is a good language learner?

A good language learner:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)

4-is a willing and accurate guesser

5-tries to get a message across even if specific language knowledge is lacking
5-is willing to make mistakes
1-constantly looks for patterns in the language
5-practices as often as possible
4-analyses his or her own speech and the speech of others
5-attend to whether his or her performance meets the standards he or she has learned
1-enjoys grammar exercises
1-begins learning in childhood
1-has an above-average IQ
4-has good academic skills
5-has a good self-image and lots of confidence

Thinking in terms of your experienceas a second language learner or teacher:

Which characteristics seem to you most likely to be associated with success in second
language acquisition?
All of the characteristics, in my opinion, would benefit an L2 learner. However, if I
had to rate the ones I think are most important, they would be:

tries to get a message across even if specific language knowledge is lacking

Second language learners whose primary form of learning comes from the classroom,
will always lack vocabulary. There is neither time nor opportunity to learn in the
same way nor the same amount of vocabulary that an L1 learner acquires. So, L2
learners must be willing to do what it takes to get the message across in spite of a lack
of specific language knowledge.

is willing to make mistakes

If the L2 learner is unwilling to try unless s/he is perfect, then learning a second
language may not be in his/her best interest. Mistakes will happen. Period. Accept it
and move on, or just move on.

practices as often as possible

There is a reason for the saying, practice makes perfect. Perfection is probably out
of reach, but the L2 learner will never know unless the effort is made. Practice!
Practice! Practice!

attend to whether his or her performance meets the standards he or she has learned

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Setting goals and aspiring to them will help the L2 learner in his language acquisition.
There are standards for anything and everything. Language learning is no exception.

has a good self-image and lots of confidence

I believe that one can learn a second language without a good self-image and lots of
confidence, but with them the learner will go further, faster. Success begets success.

Which ones do you think are less important?

I view these as less important, not because they are unimportant, but because it
depends on the second language learners goal. If the goal is to learn the language
and thus integrate into the community, then looking for patterns and doing grammar
exercises would be important. But if the goal is simply to chat with the community
members, not to fully understand grammar and syntax, then looking for patterns and
doing grammar exercises would hold little interest for the L2 learner

enjoys grammar exercises

See above

constantly looks for patterns in the language

See above

begins learning in childhood

The book states that there isnt a real benefit for children to receive foreign language
classes when they are young. Waiting until the children are older may, in fact, be
better. The benefit comes when they are indoctrinated into the culture and language
when they are young, not a weekly class at school.

has an above-average IQ
IQ may be associated with understanding the grammar and syntax, but not with
communication. So, again, what is the goal of the learner?

Are there some characteristics that learners can develop if they have adequate opportunity
and good instruction?
Besides IQ, which is unchangeable, all the characteristics could be developed.

Do you think that some of the characteristics are innate and unchangeable?

has an above-average IQ

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Depending on a persons philosophy concerning IQ, this one is unchangeable.

begins learning in childhood

People cannot change their past. If they were exposed to the language in a classroom
setting as children, that is unchangeable. Research suggest that starting early isnt a
real benefit. However, if learning takes place outside of the classroom, that is a
different scenario altogether.

Do you think some of these characteristics might be important for students in classrooms
where the emphasis is on learning grammar?
Yes, definitely! Aspiring interpreters, need to focus on grammar, as well as
conversational skills. Interpreters interact with and socialize with the Deaf
community, but as interpreters, they need to fully understand the grammar and syntax
of ASL in order to do their jobs effectively. The following list is not, perhaps,
imperative, but certainly helpful for the person desiring to become an interpreter (i.e.,
someone who is really interested in knowing the language well.)

has good academic skills

If someone is good in other areas, it will probably bleed over into SLA. To be a good
interpreter, one must have good academic skills, i.e., be knowledgeable about many
things on a variety of levels because to interpret something, one must understand it.

analyses his or her own speech and the speech of others

As an interpreter, this is, of course, imperative. One must speak clearly and well
when voicing for a d/Deaf client. One must execute ones signs clearly and
accurately when signing for a hearing person. People who desire to obtain skills that
are native-like or near-native-like when conversing in their L2 is admirable, and
according to some, doable. The interpreter, however, needs to be able to change from
a relaxed conversational style when chatting, to clear, concise execution when
interpreting.

has an above-average IQ
Some studies state that an above-average IQ is necessary for really learning the
language, although not as necessary for conversational skills. Perhaps the
conversation wont be advanced, but conversing can still happen with a less than
above-average IQ.

constantly looks for patterns in the language

As prospective interpreters, students need to look at every aspect including patterns. I
doubt that casual, community-taught students would focus on patterns.

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enjoys grammar exercises

The word enjoys may be stretching it for the person trying to grasp the language,
but it is a necessary evil. If s/he does enjoy it, it would make the learning process a
lot more fun!

attend to whether his or her performance meets the standards he or she has learned
This is, of course, a must for interpreters in order to become certified. It is also a
must for students who desire specific grades.

is a willing and accurate guesser

This is important for an interpreter, as well as a person who simply desires to
converse within the Deaf community. There will be many vocabulary words that will
not be taught in the classroom. Making educated guesses to fill in missing
information is a must. But whenever feasible, ask!

practices as often as possible

The classroom learner knows that to improve, one must practice. Its a given.
Motivation is the key.

while others might be more important for students acquiring language in the community,
outside the classroom?
People who learn strictly through associating with community members have an
entirely different experience than those who learn in the classroom. Often, their goal
is simply to communicate with community members. Correct grammar is probably
not on their minds; successful communication is.
Adults who learn in the classroom and have additional experiences in the community
have, in my opinion, the best of both worlds. They can receive instruction in
grammar and syntax in the classroom, and then socialize with the community, putting
their new-found skills to the test. They will sometimes discover that what was taught
in class is, perhaps, a more formal understanding of the language. It may be
enlightening to discover that community members may or may not use grammatically
correct forms in every day conversations.

is a willing and accurate guesser

A lot of guessing will happen in either arena (above). The more accurate the better,
of course.

tries to get a message across even if specific language knowledge is lacking

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Good for you! Thats my reaction to someone who may not know quite how to do it
the best way, but tries anyway! Is the communication the goal? Then do your
best, and do what it takes, to get your message across.

is willing to make mistakes

While classroom learners must also be willing to make mistakes, I believe they are
less likely to try. They think they should know the correct way to speak/sign (or at
least they think they should look it up), so they may be tentative in their attempts.
However, someone who does not know what is right or wrong, doesnt concern
himself with it. If is a mistake is made, oh well. S/he will receive correction, learn
from it and move on.

Which ones? Why?

See above.