NAME : VIKNESWARAN A/L ADAIKAN

UNIT : R3

MOTIVATION AS A BARRIER BREAKER IN ENGLISH LANGUAGE ACQUISITION

The process by which a person learns a language is sometimes called acquisition

instead of learning, because some linguists believe that the development of a first language
in a child is a special process (Richards, 1985, p.3). According to Ellis (2016), acquisition can
be broadly defined as the internalization of rules and formulas which are then used to
communicate in L2. This means that it is the spontaneous process of rule internalization that
result from natural language used while learning consists of the development of conscious L2
knowledge through formal study. However, social and personal complexity usually impede the
second language acquisition to occur. The main issue that I found among my pupils due to
both the complexities is lack of motivation. Therefore, it is important for me as a teacher to
reflect back on the complexities which are faced by the pupils to overcome it and eventually
make the acquisition of the language a success.

Social complexity that often pupils face while acquiring the second language will be
the relationship between teachers and pupils. Teacher and pupil relationship plays an
important role in acquiring the language. Therefore, I always scaffold my pupils in acquiring
the English language during my first practicum to create interest in English. A good term of
relationship between the teacher and pupil will help in the process of acquisition because
pupils will be able to understand better when they have received enough input. Based on my
experience in first practicum, teacher who does not use various types of strategies could not
give enough input for the language to become comprehensible. Therefore, one of the theory
that I applied in my lesson is the Input Hypothesis. For instance, I always repeat the vocabulary
so that it will increase the understanding of the meaning among my pupils. I also applied this
theory using games where pupils place the written vocabulary on the corresponding pictures
or playing board games such as scrabble, boggle and hangman. This is a great way to help
my pupils to acquire second language because “human acquires language in only one which
is by understanding the messages or by receiving comprehensible input” (Krashen, 1985).

In relation to personal complexity, one of the reason the second language acquisition
seems to be difficult is because of the anxiety level that commonly found in the learners. This
also dwindles the motivation level among my pupils in learning English. During my first
practicum, I encountered some situations where the pupils become afraid to use the second
language (English) in the classroom. This is mainly because the fear that they may make a
mistake while speaking. In certain cases, high anxiety level has hampered my pupils’
performance level while using the language. Therefore, it is imperative for the pupils to
overcome their anxiety level and be highly confident while using the language. Based on
theory of Affective Filter Hypothesis, Krashen (1982) states that pupils with “high confidence
NAME : VIKNESWARAN A/L ADAIKAN
UNIT : R3

in themselves can perform well in their foreign language learning” and are usually less
inhibited, which in turn prevent their confidence from being threatened by mistakes. For the
purpose of maintaining my pupils’ self-confidence, I hold a positive and receptive attitude not
only to the pupils, but to the mistakes pupils make during their second language learning.

To sum up, it is crucial for the pupils to overcome both social and personal complexity
to allow the acquisition of the second language to happen. Teachers play an important role to
help the pupils to overcome it to bring out the best from each pupil with the help of second
language acquisition theories by improving their teaching practice.