TSLB3103 FERNANDEZ NGALANG DOUGLAS

TASK 3 PISMP JUN 18 TESL SK1

Second language acquisition is a process of learning and acquiring a second

language once the mother tongue or first language acquisition is established; It is the
systematic study of how people learn a language other than their mother
tongue[ CITATION Hoq17 \l 17417 ]. Some second language learners make rapid and
apparently effortless progress while others progress only very slowly and with great
difficulty. The reason behind this is the learners are not homogenous and they have
different personalities and style. Therefore, this essay will be focussing on the
relationship between the social and personal complexity of language learning among
the young learners and the theories of second language acquisition; as well as how it
can be integrated in the primary ESL classroom.

Attributions is one of the elements in motivation that affect the learners’ ability
to learn and acquire second language. Attributions are perceptions about the causes
of success and failure. Various attributions can be made as to why learners fail to be
good in acquiring a second language. Attributions will help to motivate the learners in
second language acquisition because they know what went wrong and therefore will
motivate them to improve on our journey of acquiring a second language. For
example, a high achiever believes that success is due to the high ability and effort in
completing the task, hence the learner always attempts to complete a difficult task as
he or she believes in their own ability to complete it. When the learners having a
poor result in the exam, they will not feel down about it. In fact, they will stive to do
better because they believe in themselves that they can do better in the future. Thus,
we can see that how attributions affect the learner’s ability to acquire and learn
second language.

In relation to Second Language Acquisition theories, attributions can be

related to Krashen’s Theory of Second Language Acquisitions which is affective filter
hypothesis. Motivation is the second strongest predictor of second language
success[ CITATION Sav \l 1033 ]. Motivation becomes the backbone of the learners’
attributes as well as their affective filter in learning. When the motivation given by the
teacher is high, learners will believe that they can learn better and this affects their
attributes positively (capable of learning and doing the task), and their self-
confidence becomes high, which will then decrease their affective filter level.
Therefore, attributions are highly related to Krashen’s Theory of Second Language
Acquisitions.
TSLB3103 FERNANDEZ NGALANG DOUGLAS
TASK 3 PISMP JUN 18 TESL SK1

Furthermore, to integrate the relation between attributions and affective filter

hypothesis in the primary ESL classroom, as a teacher I must be able to give out
positive comments on the learners and constructive criticism that enables the
learners to increase their self-confidence and motivation, and lowers their anxiety
towards language learning. For example, when the learners achieve good marks or
improve their performance, I give positive feedback on their performance. On the
other hand, when the learners do not improve or having bad results, I should not get
angry at them, but I must give comments on what they can improve and how they
can do better. Through this, the learners will feel that their efforts on improving
themselves are appreciated and they will be motivated to do better next time as they
believe in themselves that they can do better. Once the learners are acknowledged
that they are able to do the tasks and assessments at hand, it is likely that they will
possess low affective filter and high chances of learning input. Therefore, the
affective filter hypothesis should be integrated in primary ESL classroom by
enhancing the pupils motivation to learn English.

In conclusion, the theories of SLA be integrated in the primary ESL classroom

by enhancing the relationship between the social and personal complexity of
language learning among the young learners and the theories of second language
acquisition.
TSLB3103 FERNANDEZ NGALANG DOUGLAS
TASK 3 PISMP JUN 18 TESL SK1

References
Budianto, L. (2010). A Dillema for Teachers of English. Pupils’ Psychological Factors
in SLA, 63-63.

Hoque, M. E. (2017). An Introduction to the Second Language Acquisition. 1-23.

Karlova, Z. (2016). Foreign Language Anxiety.

Saville-Troike. (2006). The Psychology of Second Language Acquisition. Introducing

Second Language Acquisition.