Second Language Learning and the Teaching of Grammar (1)

Many of us nave been to high school or college and we may have some experience of learning a second or foreign language in addition to our mother tongue. This language learning experience may either positive or negative, but majority of us may not have achieved our intended level of competence in a second (2) or foreign language. One of arguments about adolescent or adult second language learning is that adult cannot learn second language way they have learned their first language (Bley-Vroman, 1989). Native speakers acquire their first language at an early age by picking it up naturally in rich cultural and linguistic environment they were born or grew up in. Adult cannot feasibly learn a second language (L2) as they did in acquiring their mother tongue or first language (L1). Since children and adults learn language differently, I argue that grammar can used as an important means to help adults increase their chances for in learning a second or foreign language. The paper explores and discusses issues of role of grammar in second language learning, linguistic competence as part of communicative competence, usefulness and benefits of explicit grammar instruction, and grammar as catalyst for accuracy and fluency in second language learning. The Role of Grammar in Second Language Learning The reason second language need to resort to learning grammar is that it provides some general and systematic guidance on structure and syntax. Adults learn a second language at a much later time, a time when the bioprogram has advanced past stage of acquiring language naturally. Even though second language acquisition research has indicated that processes for first and second language learning are similar in many respects, brain functions of adult with regard to language processing may very different from those of children who acquire their first language. Richard-Amato (1996, p. 27) discussed similarities and differences between learning a first and second language. She stated that both L1 and L2 construct language from prior conceptual knowledge and develop language in predictable stages. They both use cognitive strategies, such as overgeneralization or production simplification. They all benefit from modified input such as caretaker speech, specifically mother talk or motherese for L1 and foreigner talk or teacher talk for L2 learners. For L1 learners, a silent period is required, but for L2 they benefit from such a silent period. Richard-Amato also noted differences between two processes with assumption that second-language are usually older than first language learners (p. 26). She pointed out that L2 were usually more highly developed cognitively with more worldly knowledge and experience. They were linguistically more sophisticated and mature to able to use rules readily and selective as to what kind of input they take. Since they already speak a language or live or used to live in a foreign country, they can have their native language as a resource or reference; they are also familiar with another culture. However, being older has a disadvantage. Richard-Amato believed that older second language might have problems with attitudes and motivation to learn a new language. As they are older in age, they tend to be inhibited, anxious, and/or afraid of making errors (p. 27). Bley-Vroman has had a different view on adult second language learning. He believed that there is the lack of general guaranteed success for adult foreign language learning. He (1989, pp. 41-42) pointed out: One possibility is that innate system that guides child acquisition no longer operates in adult foreign language learning (or, more weakly, that its operation is partial and imperfect). This would easily explain why foreign language learning is often a difficult and ultimately unsuccessful task. …