Literature Review
Background of the Problem
Teaching language is a complex task that requires the teachers to implement the appropriate techniques and strategies to facilitate language learning. The English language is one of the dominant languages that is used for communication across the world; thus, it is vital for teachers to adopt a delivery mechanism that stimulates the students' interest during the lesson in the classroom (Amjah, 2014). David et al. (2015) assert that students from a non-English speaking background find studying English as a second language to be a difficult task, hence may easily lose their interest. Interest is one of the major factors that motivate students to learn English. According to Amjah (2014), motivation is among the primary factors that influence how students perceive learning English as a second language. Learning and motivation are closely intertwined since they are vital components in achieving the desired goals. Roy-Campbell (2014) argues that teachers need to explore the various factors that are necessary to motivate the students to want to acquire the skills and knowledge during the learning process. When students are motivated to learn, they perform well in the tasks assigned to them by their teachers. Furthermore, when teachers identify the factors involved in motivating students they have some level of control over the learning outcomes of the students. It is, therefore, crucial to identify the underlying factors that impact the students' motivation and interest in learning English as a second language (Amjah, 2014). Thus, the researchers aim at investigating the academic issues that influence student’s perception when learning English as a second language.
Theoretical Foundations
The academic procedures in teaching English as a second language allows teachers to be creative and effectively utilize the available theoretical resources and methodological approaches. According to Widyalankara (2014), by combining the different aspects of behaviorism, the interaction theory and innatism in second language acquisition, the teaching environment enhances the students’ acquisition of skills and knowledge. The scope of study in second language acquisition provides teachers with the methodological foundations that promote cooperative learning in the classroom; thus, students can engage with their peers and teachers and receive timely feedback.
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Vygotsky’s interaction theory of language development implies that social interaction is a fundamental factor that facilitates the process of cognitive development among students (Taghinezhad, 2017). Interactionism proves that children’s ability to acquire language is achieved through their innate language skills, which enable them to identify and extract the rules that govern a language – within a given context and develop the use of phonology, semantics, and syntax (Taghinezhad, 2017). Widyalankara (2014) defines innate language skills as the ability to understand the patterns in language, articulate the rules of those patterns, and utilize them when speaking. From this theory, Widyalankara (2014), asserts that a child's cultural development occurs twice; on the social level and an individual level. On the other hand, the behaviorism theory by Skinner affirms that students learn a language through repeating, imitating and habit formation (Vargas, 2017).
Chomsky’s innate hypothesis deviates away from the behaviorism theory and states that language learning is something that takes place when an individual is placed within the right context (Widyalankara, 2014). According to Widyalankara (2014), Chomsky identifies the factors of Language Acquisition Device (LAD), as the ability to learn and understand the basic rules of a language system. LAD is made up of primary rules that make up almost all human languages, which is referred to as the universal grammar and is inherent in a child's biological growth. Widyalankara (2014) explains that LAD is an inherent factor that exists in the human brain and contains different principles that are universal in all languages. Therefore, by merging the principles of interaction theory, behaviorism and innatism, it is evident that both environmental and biological features play a significant role in language development. For instance, the principles of interactionism affirm that language results from a child’s social interactions in the environment that they grow and develop; thus, when combined with the innate learning abilities in children it leads to language acquisition.
Review of the Literature
Integrated learning and instructions are considered as an effective approach in teaching. According to Van Kampen et al. (2018) integration of language and content is an important theme in achieving the objectives of learning- since students learn how to utilize language as the primary tool of learning content and when communicating. Moreover, the syllabus is developed through the available content except when it is thematic. Therefore the method of teaching has to be through the integration of language skills that utilize the available content resources and supplement them with visuals, academic media and accurate materials (Roy-Campbell, 2014). The resources used in teaching have to be interesting, beneficial and engaging. Thus, the teaching strategies through integration dictate that the students are active since they have to become independent, and the teachers have to be skilled when assessing the students' needs and balancing the curriculum expectations (Van Kmpen et al., 2018). Integrated learning is perceived to be effective compared to isolated learning when combined with content because language is utilized for authentic communication.
Creation of supportive and functional learning environments facilitates language acquisition in the classroom. According to Van Kampen et al. (2018) for teachers to increase understanding of content among the students, they must create a safe and supportive learning environment. This can be achieved by creating opportunities that allow the students to interact through negotiating and by providing them with the chance to enhance the comprehension of language and content. A supportive learning environment promotes interdependence among the students with the teachers supporting social development and comprehension.
Summary
There is a need to identify the appropriate teaching strategies that will increase the students' interest in learning English as a second language. Previous research studies show the different relationships between interest and motivation as the primary factors that stimulate learning a language. This research study will assist teachers in identifying the specific strategies appropriate for increasing interest and motivating students from a non-English background to learn English as a second language.
Problem Statement
Effective strategies of teaching English as a second language improves the teaching and learning experience of both the teachers and students; since the students are motivated and the teachers have control over the learning outcomes.
Sample and Location
The participants of this study are 35 students with a non-English background and two English language teachers. The study will be conducted in one of the primary schools that some of the students attend.
Research Questions
What are the strategies used by the teachers in teaching the English language to students?
How can teachers stimulate the students' interest in learning English during the lesson in the classroom?
What makes students lose their interest in learning English as a second language?
Hypothesis
There is a significant relationship between students’ interest and motivation and their learning outcomes.
Students’ social interactions impact their language development and acquisition.
Methodology and Design
The students and teachers will be provided with survey questionnaires that include both open-ended and close-ended questions. The questionnaires primary aim is to examine the strategies that teachers use when teaching the English language, delivery approaches that stimulate the students’ interest and factors that demoralize the students from learning the English language.
Purpose Statement
The purpose of this study is to understand how teaching mechanisms that are used by teachers affect the students’ interest in learning the English language.
Data Collection
The participants’ responses on the survey questionnaires will be collected and used in determining the impact that different teaching strategies have on the learning outcomes. Thus, the responses will act as independent variables that measure learning outcomes.
Data Analysis
Data analysis will involve a descriptive assessment of the responses provided by both the teachers and students. Descriptive statistics will be used to describe the variable characteristics and results. The evaluation of the responses provided will be used to measure how different teaching approaches and learning environments affect the students’ learning ability. Additionally, responses from the students will be used to test the assumptions made about various processes of language acquisition and development.
References
Amjah, D. Y. P. H. (2014). A Study of Teachers’ Strategies so Develop Students’ Interest towards Learning English as a Second Language. Social and Behavioral Sciences , Volume 134, Pages 188-19 . Retrieved from: https://doi.org/10.1016/j.sbspro.2014.04.238
Roy-Campbell, Z. M. (2014). Teaching English as a ‘second language’ in Kenya and the United States: Convergences and divergences. Global Education Review, 2 (2). 84-97
Taghinezhad, A. (2017). A Comparative Study Of Vygotsky's Perspectives On Child Language Development With Nativism And Behaviorism. International Journal of Languages’ Education and Teaching Volume 5, Issue 2. Retrieved from: https://www.researchgate.net/publication/318085754_A_COMPARATIVE_STUDY_OF_VYGOTSKY'S_PERSPECTIVES_ON_CHILD_LANGUAGE_DEVELOPMENT_WITH_NATIVISM_AND_BEHAVIORISM
Van Kampen, E., Admiraal, W. & Berry, A. (2018) Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices, International Journal of Bilingual Education and Bilingualism, 21 :2, 222-236, DOI: 10.1080/13670050.2016.1154004
Vargas, E. A. (2017) B. F. Skinner’s theory of behavior. European Journal of Behavior Analysis, 18 :1, 2-38, DOI: 10.1080/15021149.2015.1065640
Widyalankara, R. (2014). Teaching English as a Second Language = Theory + Methods + Creativity. International Journal of Scientific and Research Publications, Volume 4, Issue 10. Retrieved from: www.ijsrp.org
