Misbeliefs About Second Language Learning Methods
By David Shaffer
Beliefs are formed in large part by the experiences that we have. And misconceived beliefs are often construed by not having had the opportunity of experiencing a better method of doing things. So it is with language learning. There are many misbeliefs that learners – as well as their teachers – hold about how to best learn a second language (L2). Here we present a number of these misbeliefs as well as the truths that deflate them.
Misbelief: Learning an L2 Requires Much Misery
Instilled in so many students, particularly in Korea and throughout the Far East, is the idea that to master an L2 such as English, one must endure a multitude of hardships: studying long hours late into the night, not getting enough rest, not having time to hang out with friends or play computer games… The truth is that people learn best when they feel comfortable and happy. Learning a language should be enjoyable. It should include fun and interesting activities that are at the same time educational and practical. Instructed learning that mainly involves listening to the teacher talk about English and requiring rote memorization for regurgitation on discrete-item paper tests, rather than interaction and production activities, can be extremely boring, demotivating, and ineffective.
Misbelief: Learning an L2 Must Be Classroom-Based
Instruction that is classroom-centered tends to lack in real-world authenticity. Students get limited exposure to the L2, much less than the amount required for proficiency. Classroom instruction tends to mirror that of academic subjects (e.g., science, history) rather than being taught as a skill (e.g., vocal training, playing soccer), and thus neglects the practical skills of listening and informal spoken communication. It is often the case that pronunciation, which is integral to language learning, often receives inadequate attention in the L2 classroom. Also of great importance but often overlooked in the classroom learning situation is the culture aspect, which is intricately intertwined with the language being learned but often much neglected in the syllabus. A much more effective approach is to combine in-class instruction with out-of-class learning in the form of enjoyable interactional learning activities, such as project work, and extensive reading.
Misbelief: L2 Learning Should Be Grammar-Driven
While grammar has its place in L2 learning, one must keep in perspective that it is considered to be a micro skill of language learning (the macro skills of course being listening, speaking, reading, and writing). Intense instruction focused on grammar – such as that still found in the Korean secondary school English curriculum – may avail itself to discrete-item testing. However, the accompanying rote memorization of grammar rules that it requires does very little to support the learning of the four macro skills. Memorization of grammar rules leads to a fear of making mistakes, which leads to low fluency, which leads to decreased motivation, boredom, and learner burnout. There is a severe lack of authentic language use, which contributes to a lack contextual understanding, a lack of cultural understanding, and difficulty in applying the L2 to real-life situations. For a balanced proficiency in the L2 one is learning, it is important to put the main focus (and ideally a holistic focus) on the four macro skills through interactional activities such as pair, group, and project work as well as through extensive listening and extensive reading practices.
Misbelief: Immersion Is the Fastest Way to Learn an L2
There are two types of total immersion: One is living in a community of first-language (L1) speakers of the learner’s L2; the other is where the student is placed in an educational situation in which classroom instruction is in that student’s L2, while many of the classmates speak the language of instruction as their L1 (such as in Canada, which has large populations with two different mother tongues). While there are benefits to being surrounded by the language one is learning, such as natural acquisition, enhanced pronunciation and listening skills, cultural understanding, quick adaptation, and increased confidence, it has considerable disadvantages. Immersion can be frustrating and overwhelming. Think of how little you may understand when watching a movie that is in your L2. Total immersion lacks the structure provided by classroom instruction and coursebooks. This may lead to isolation of the learner – especially of the introverted learner – from the interaction required for immersion learning. Added to this may be the lack of access to resources – or the lack of support to inform the L2 learner of where to access resources. A less stressful and arguably more effective approach is gradual and sustained exposure to the L2 balanced with L2 instructional support.
Misbelief: It Is Necessary to Travel Abroad to Learn an L2
We did mention above in passing the advantages that immersion may have if one chooses to travel abroad to immerse themselves in the language that they wish to master and at the same time undertake structured L2 study. However, there are additional drawbacks that traveling abroad for L2 study may entail. If an L2 learner travels individually for study abroad, they may find that in their newfound freedom in a new culture, they may fall victim to the afflictions of alcohol, drugs, and/or gambling, which, needless to say, can scuttle their language learning aspirations. With younger or multiple children in a family going abroad for language study, it has been a common Korean practice for the mother and the child or children to all go abroad together, leaving the father alone in Korea to continue at his job and generate funds to support his family abroad. In addition to the financial strain this may place on the family, the separation of the family members may also create a severe strain on the family relationship. These possibilities should also be carefully considered before making a decision on traveling abroad for second language learning.
The Author
David Shaffer, PhD, has been involved in TEFL, teacher training, writing, and research in Gwangju for many years as a professor at Chosun University. As vice-president of the Gwangju-Jeonnam Chapter of KOTESOL, he invites you to participate in the chapter’s monthly teacher development workshops and in KOTESOL activities in general. Dr. Shaffer is a past president of KOTESOL and is the editor-in-chief of the Gwangju News.