UNIVERSITI UTARA MALAYSIA COLLEGE OF ARTS AND SCIENCES (HUMANITIES) APPLIED LINGUISTICS PROGRAMME

Second Language Acquisition Classroom Observation

NAME MATRIC

: :

ROSNIZA BT MD RUSTAM 807865 DR. NOOR HASHIMA BT ABDUL AZIZ

LECTURER :

Classroom Observation Introduction

Conducting classroom observations are very important to the prospective teacher. Observing helps show how new or experienced teachers manage their classroom. For this observation, it was important to notice how the students acquire second language, how the teacher interacted with the students, the students way of learning, and interview with the teacher. Second language acquisition shows parallels but also a lot of differences to first language acquisition. And second language acquisition theories were developed along the lines of first language acquisition theories. Young children appear to learn two languages. For these children, then, second-language acquisition is not a process of discovering what language is, but rather of discovering what this language is (Tabors, 1997, p. 12). At about 6-7 years of age and beyond, children begin to separate the two languages. Compared to first language acquisition, the process of second language acquisition is not linear: it is more like a zigzag path. For these children, second languages are rather learned than acquired. In most cases, second languages are taught via formal instruction and are learned via a conscious process, which results into knowing about language (Krashen, 1982:10). In addition, interference from childrens native phonology, morphology, and syntax influences their second languages and creates difficulties. They may find it hard to recognize some of the sounds of a new language, or move their mouths and tongues in unfamiliar ways thus resulting in a foreign accent. As to how second language acquisition actually takes place, researcher Stephen Krashen explains that children acquire a second language by receiving input in the target language that is just slightly above their current level of acquired understanding.

The Setting This observation was conducted in a primary school namely Sekolah Kebangsaan Siputeh, in the rural area of Kedah, Padang Sera. The population is 825 students from Year 1 to Year 6. I decided to observed the Second Language Acquisition in Mr Hanifs Year 4 Cemerlang English class, because he was a new teacher, fresh from the Teachers Training College in Jitra. I was familiar with the class setting because I taught English for that class too. There was a blackboard, the teachers table and a chair and 30 desks and chairs for the students. The class was comfortable enough for the student. The class started at 8.15 a.m until 9.15 a.m. This is a one hour class.

Students desks

Teachers table

The 4 Cemerlang class

Participants

There were 30 students in the respective class, 28 Malay and 2 Siamese students. All of them are 10 years old. The students were from different educational and social background. All of them did not speak English at home. The only time they studied English was in school. So they depended solely on the English teacher. The students were seated in pairs so they can help each other. Other than that it was easier for them to do pair work without moving around and making unnecessary noises. At that time of the observation, Mr. Hanif had been teaching for three month. He just graduated from college. He had a degree in Education and English was his minor.

For the observation, Mr. Hanif taught the topic Food to the students. One of the skills focussed is speaking where the students had to ask and respond to questions in pairs. They were expected to ask and response accordingly.

Students From the Observation Nivat Nivat s/o Nai Samid, a Siamese is observed watching all the other children in the class and following their gestures and what they do. He may not try to use his new language until he is comfortable in taking risks. He tries to speak English but he using code switching and mixed with Malay language as well.

Mohammad Aizul

He may attempt to use some words in English but is not sure if he has them exactly right yet. He responds only Yes and No. He is afraid to use English because he might make mistakes in pronouncing the words. Mr. Hanif models the pronunciation and Aizul say again.

Larietta Larietta is also a Siamese. As she develops her second language she uses some Thai and Malay (Thai is the L1 and Malay or English might be the L2) words into her sentences. She seems to be switching back and forth as she tries to speak English but is not sure of the English words to use so she inserts the Thai and Malay word. When Mr. Hanif corrects her, then only she remembers the appropriate words to be used. It can be said that code switching is a typical behavior and actually may last for a long time.

Adibah Hanim Sometimes it seems that she puts her words in the wrong place when she says sentences such as the burger sedap versus the burger tastes good. She just hasnt yet learned all the rules in English for word order in making sentences so some of her sentences seem mixed up. This interference from her first language is typical as all she is doing is applying the rules for word order from her first language until she learns the rules in her second language. Mr. Hanif, the teacher again model for her and eventually the confusion will not be so apparent and she will improve and separate the rules as she continues to speak both languages.

Other students

Generally, the students can not use the language on their own. They must be guided by the teacher to get the correct pattern. So here, repetition is very important for them to learn English as their L2. Code switching is used widely by the students. They tend to replace words that they do not know with Malay words. Code-switching occurs in Malay and Thai, especially students who learn English as their second language. In the process of code-switching, the words and strings of words used are imported from English, and are assimilated through a range of phonological and morphological processes. The occurrence of code-switching in Year 4 Cemerlang is related to socio-educational conditions such as the implementation of education policies and the superimposition of English in schools. From the observation, I believe it is necessary for primary school students to be researched further, as it has serious implications on future policies, second language education, and English linguistics.

Conclusion To sum up the observation, it is to see if it was possible to acquire language by producing it on regular and extensive basis. To this, I can only conclude that it is indeed possible because the students can at least acquire a few words and sentences to help them in their second language. If not many, it is hoped that it is enough for them to use and communicate using L2, that is English.

References

Christina Gitsaki (1998): Second Language Acquisition Theories: Overview and Evaluation. Journal of Communication and International Studies, Volume 4, (2), 89-98. Elizabeth Coelho & Dyanne Rivers (2003): Adding English: a guide to teaching in multilingual classrooms, Pippin Publishing, October. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press. Ricardo Schtz: Stephen Krashens Theory of Second Language Acquisition (last revised on July 2, 2007). Retrieved from World Wide Web at http://www.sk.com.br/sk-krash.html Tabors, P. (1997). One child, two languages. Baltimore, MD: Paul H. Brookes. (ERIC Document No. ED405987)