BARRIERS AFFECTING THE SECOND LANGUAGE ACQUISITION 1

CHAPTER I

The Problem and Its Background

Introduction

Learning English as a Second Language needs a lot of exercise in order to

communicate effectively. Learners need to acquire the five macro skills: the

listening, speaking, reading, writing, and viewing. Learning to use the English

language and acquiring proficiency is indeed necessary. Wherein, learning the

second language is not only part of the course subjects rather it is vital skill of

the learners which they can use to their future careers and with the other

aspects where it can possibly be used. English plays a vital role in teaching and

learning process since this is used as the medium of instruction with most

academic subjects. Therefore, it is necessary to understand and be able to utilize

it at any situation.

Second language learning in school context has positive impact in the

general cognitive skills of the learners. Thus, learning the English as a second will

help the learners to enhance their communication skills as well as develop their

comprehension skills which will give them the confidence to interact with the

native speakers of the language.

Learners receiving instruction in second language often show higher

achievement in a range of subject areas, including mathematics, science and

language arts (O’Brien, 2017). Hence, learning English as second language is not

only around with the language subjects. More so, learning the English language

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indicates learners enhanced grammatical knowledge, awareness of sounds,

sentence structures, and comprehension that are also present in the other areas.

Learning the second language leads to enhance communicative abilities,

including the use of verbal and non-verbal skills, perspective-taking skills and

interpersonal skills and understanding. According to O’ Brien (2017), second

language enhances creative ability by promoting unique problem solving,

flexibility and creative thinking. Some speakers connote that knowing second

language can act as a source of pride and self-esteem, and second language

learning strengthens tolerance of ambiguity and awareness of different cultural

perspective and practices.

Knowing first language and also second language are more advantageous

than knowing just one language. So then, learning two languages often results in

a greater sense of open-mindedness and empathy. An additional, language not

only positively help and influence language learning in general. Whereas, it helps

the learners to develop multicultural awareness of local and even foreign positive

attitudes in terms of communicating in their non-native languages and in their

academic proficiency.

The teacher plays a vital role to the need of the students to attain

effective and consistent aspects of learning English, to forward a functional

practice in students’ daily activities such as speaking it correctly, reading with

understanding, writing properly, comprehending intelligently, acquiring

vocabulary skills, as well as spelling. Therefore, teachers of English should be

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well abreast with the modern principles of teaching the language (Milagros,

2014).

For these reasons, the research sought to study the Barriers Affecting the

Second Language Acquisition which is very crucial to know. In terms of the

contributions with the teachers’ methods of instruction in learning the second

language, and the ways of the teachers in the delivery of the language. This

research will help the language teachers to deal with such problems and know

how they can possibly handle and take actions with the learners’ problems in

acquiring English as second language. The result of the research work will be

beneficial to the other researchers with the same concept, researchers in the

teaching profession and also the learners themselves.

Related Literature

Akbari (2015) made a comprehensive analysis on existing research on

Junior High Students and regarded the lack of English speaking environment and

heavy emphasis on grammar teaching as the most important barrier to use

language successfully.

According to Crivos and Luchini (2012) grammar is a device for

constructing and conveying meaning without which, effective communication

would be impossible, English as Foreign Langauge contexts inhibit the use of

language fluently as well as accurately as students do not feel any obligation of

learning English. Hence, the learning is not just about learning the content rather

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the utization of the language which is based on their performance or how they

are using the language.

Demir (2013) investigated the effectiveness of in-class vocabulary

teaching strategiesinstruction on the 8th graders’ retention on the amount of

vocabulary. Wherein, the use of words is depending on what they have

perceived. The retention can be developed through activities emphasizing the

macro skills.

Kayaoğlu and Sağlamel (2013) categorized the causes of language anxiety

in speaking classes as due to linguistic difficulties (vocabulary, pronunciation,

grammar and sentence structure), cognitive challenges (fear of failure in front of

others, fear of exams, fear of failure in communication, lack of self-esteem, fear

of making mistakes), the role of the teachers, competitiveness and lack of

information in learners.

Meshkat and Hassani (2012) students can reveal some demotivating

factors for high school students, which hinder learners’ development of second

language acquisition and use. Address teaching practices and ignorance of

pronunciation practice in classroom activities as the most common barriers based

on their research. Similarly, according to Demircioğlu (2013), the L1-L2

differences or lack of emphasis in teaching.

Georgis et al. (2014) cited in their study acknowledged language as one of

three primary barriers to parents being involved in schools. Additionally, Gomez

and Diarrassouba (2014) asserted the interconnectedness of language and

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culture, suggesting that these language barriers are also cultural barriers. In

their study, Gomez and Diarrassouba (2014) identified language as one of five

aspects of culture that may serve as a barrier to ELLs.

Teachers should also be proficient in grammar and vocabulary, and be

good at classroom management, reducing anxiety and use of technological and

visual materials. Similarly, Baytur and Razı (2015) examined the 6th and 12th

grade learners’ perceptions of effective language teachers with respect to

personal, professional and pedagogical aspects.

Holst, J. (2001) as cited by Milagros (2014) reminds that teaching method

on the teacher education courses affects how the teachers teach. In the new

(constructivist) paradigm, the teacher is not a dispenser of knowledge, but a

guide, facilitator and co- explorer who encourages learners to question,

challenge and formulate their own ideas, opinions and conclusions.

Significance of the Study

The results of the thorough study of this Research Work regarding

“Barriers Affecting Second Language Acquisition” would benefit with the

following stakeholders; The English teachers, the learners and the

administrators. This research will provide some possible solutions on how the

learners will overcome the barriers which affect their learning and acquiring the

second language.

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The learners can overcome these barriers by means of understanding the

importance of English as a second language. The impress of the native language

upon learner’s mind is so deep that the basis of our classification is not by region

but by the language spoken. The result of the study can help learners identify

which of these barriers are they facing and can possibly help them to overcome.

The study will also help the teachers who are struggling in performing

different methodologies to promote effective and good communication skills by

means of using the second language. Knowing these barriers, which affect the

students’ language acquisition, will help them be aware once they encounter

such situations on different students. This research will give them the cue on

how these barriers really affect the teaching and learning process of a student.

The probable solutions provided by the researchers through inquiry will help

them what will be the possible ways to do in case of encountering them and give

them ideas on what strategies in teaching best fits from the difficulties of the

learners.

The outcome of this study may help the school administrators where to

focus in order to help for the betterment of this matter. It helps them to develop

and implement policies and guidelines, which must be implemented to the better

understanding in the significant role of acquiring the second language for an

efficient and effective teaching and learning process.

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Conceptual Framework

The figure below shows the systematic diagram of the conceptual

framework of the study. The data has three main components, namely the input,

process, output. The first column the input. It includes the Barriers Affecting the

Second Language Acquisition. In the second column the process, it shows the

method in gathering the data through questionnaires. The third column the

output, which identifies the barriers encountered, teachers’ method of

instruction,and teachers’ in the delivry of the lagauge.

Figure 1: Schematic Diagram of the Study

INPUT PROCESS OUTPUT

Barriers Affecting Identified Barriers
the Second Affecting the Second
Language Language
Acquisition Acquisition

The contributions of Determined the

Teachers’ Method of contributions of
Instruction in Questionnaires Teachers’ Method of
learning English as a Instructionin l
second language English as a second
language
The ways of the
teachers in the Found out the ways
delivery of the of the teachers in
language. the delivery of the
language.

FEEDBACK

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Statement of the Problem

This study aimed to determine the Barriers Affecting Second Language

Acqusition of the Senior High School Learners of Holy Cross College, Sta. Lucia,

Sta. Ana Pampanga for the SY 2017-2018.

Specifically, the study sought the answers to the following questions:

1. What are the barriers affecting the language acquisition in the second

language?,

2. What are the contributions of teachers’ methods of instruction in teaching

the second language?, and

3. What are ways of the teachers in the delivery of the language?

Scope and Delimitation

This study covers the Barriers Affecting Second Language Acquisition. It is

limited to the selected Senior High School students of Holy Cross College, Sta.

Lucia, Sta.Ana, Pampanga, during the Academic Year 2017-2018. Their ages

range from 16-22 years old. This study is focused on the barriers, which can

possibly affect the second language acquisition of a learner and how it will be

prevented. It will be difficult for a teacher to teach the second language without

being aware of these barriers that greatly influence in the teaching and learning

process. It will not be easy for the learners to utilize the second language if in

the first place there are obstacles, which hinder the acquisition. The researchers

utilized sets of questionnaires to gather the needed data validated by the

Language Research adviser. This research aims to recognize these barriers to be

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able to suggest ways on how to overcome them and help students conquer these

difficulties.

Definition of Terms

To be able to have a better understanding of this study, the following

terms were defined conceptually and/or operationally.

English

: The chief language of Great Britain, the U.S. and many areas now under

British control.

: English language, literature or writing as a subject of study.

Grade-11 learners

: These are the participants of this study at Pasig National High School,

Candaba, Pampanga.

Barriers

: In this study, it is the hindrances that make the language acquisition

difficult.

: this term refers to the circumstances, facts, or influences that contribute

to a result or outcome.

Language Acquisition

:It is how people acquire the language.

:gaining of or obtaining of knowledge.

Second Language

: In this research, “English” is the second language.

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: It is the language which people learn after learning their first language

or mother tongue.

: It is the next to the first language of a person.

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