ESL Programs - Acquisition or learning?
Most adults commonly have some difficulties where English as a second language is concerned. They often mention that while they can generally perform within a classroom scenario, an ESL class, it is extremely hard for them to use language naturally outside the classroom. Some even compare themselves to their own children, perhaps learning the same second language, stating that it seems easier for their kids to use the language than it is for them. Well, there is a reason for this, and the good news is that there is something adults can do to improve this condition.
There are two different ways to develop competence in a language: language acquisition and language learning.
Language acquisition is a subconscious process very much like the way a child acquires their first language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a “feel” for correctness. Acquisition involves “picking-up” a language. In order to acquire a language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form. Young students who are in the process of acquiring English get plenty of “on the job” practice. They readily acquire the language to communicate with classmates.
Language learning, on the other hand, is not communicative. It refers to the conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. Thus, language learning can be compared to learning about a language. In language learning, students have conscious knowledge of the new language and can talk about that knowledge. Research has shown, however, that knowing grammar rules does not necessarily result in good speaking or writing. A student who has memorized the rules of the language may be able to perform successfully on a test of English language but may not be able to speak or write correctly.
The acquisition-learning distinction hypothesis claims that adults do not lose the ability to acquire languages. They should actively use the language as much as possible as well as have great deal of exposure to it. Practicing in context is essential for acquisition. Language needs to be meaningful at all times, and this is common ground for both children and adults alike. Language without meaningful communication is useless.
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