Fourth Reflection

The fourth week’s reflection

     In the fourth week’s lecture, we discussed many topics in second language acquisition in detail. For example, error analysis, the process of second language learning, and language development. In this reflection, the focus will be on output and production, and interlanguage in SLA.

     Firstly, every journey of learning any language starts with input. Without using this input, this knowledge becomes useless. Gass and Selinker (2008) stated that in order to benefit from the input, the interaction approach must be used. After interacting with others, you will get feedback for your output to reinforce your performance and correct this output to produce it in the right way. Also, the lack of production leads to a lack of proficiency. They mentioned that Swain had stated in her paper (1985) that the learners must push themselves to be comprehensible. ‘pushed output’ is used to produce sentences that are new to them (Gass & Selinker, 2008).

     Regarding the previous point, I support their belief and theory that output is important to use the language productively. From my experience in learning the Japanese language, I noticed a huge difference after I started using it to speak or write messages or tweets on the X app. My performance kept improving as I continued using the input knowledge productively. Moreover, the ‘pushed output’ approach mentioned previously was one of the methods that helped me to reinforce my language. For example, by reading a story that is a bit above my level or trying to write complex and long sentences.

     Secondly, interlanguage role SLA. It means that applying L1 rules on L2. Gass & Selinker (2008) mentioned that Competition Model suggests a solution for this learning struggle, which is for learners to learn about the explanation for the TL rules. Then after pointing out the differences between NL and TL, they try meaning-based cues which leads to an increase in their understanding (Gass & Selinker, 2008). For instance, I faced this problem when learning Japanese because it has word order completely different from Arabic or even English. It is SOV word order; if a person wants to say ‘I eat an apple’, he goes for ‘I an apple eat’. This difference made me rely on a meaning-based method rather than a syntax-based method.

     In conclusion, the topics that have been discussed previously are interlanguage and output and production. Interlanguage is about using L1 rules to produce L2. Output and production meant to use the input and the knowledge that had been obtained to make it useful and improve one’s performance. It has some of my experience on both topics with the Japanese language, which I agree with, and to be sure that must be taught to other people to produce their TL accurately and correctly.

REFERENCE

S. M. Grass & L. Slinker. (2008). Second language acquisition: An introductory course. (3rd ed.). Routledge Taylor & Francis group New York and London.

Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (Eds.), Input in Second Language Acquisition (pp. 235–253). Rowley, MA: Newbury House