Applied Linguistics 2015

Table of content

Content Page

Abstract ……………………………………………………………………………2

Introduction ………………………………………………………………………...3

Discussion about internal and external factors in learning a foreign language……4

I. Internal factors…………………………………………………………...4
1. Intelligence…………………………………………………………………..4
2. Motivation……………………………………………………………………6
II. External factors…………………………………………………………..7
1. The role of the first language in second language learning…………………7
2. Cultural learning in second language learning………………………………8

References……………………………………………………………………….9

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Abstract
This study aimed at determining factors which might have impact on the learners’
achievement in second/foreign language learning.

At the first time, the study mainly mentioned the overview of factors that may
affect the learners’ learning second language. After that, internal factors (such as
learners’ motivation, age, language aptitude, learning styles…) as well as external
ones (first language and social context ) could be discussed thoroughly.

In accordance with the situation of Vietnam , several factors were be paid

attention to with the hope to help students in Vietnam be likely to achieve success in
learning a foreign language.

Ultimately, reasonable conclusion was reached with more knowledge related to

internal and external factors which will help students gain achievement in studying a
second language.

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Introduction

Learning is a complex and long –term process as well, especially when it

deals with a foreign language like English. It differs according to the context, place,
time, and types of learners. Moreover, learning a second language is not an easy task.
The reason is that it does not learn new words or grammatical items but also its
culture, context and many other elements. Mastering a foreign language completely is
a demanding task because it depends on everyone’s competence , the role of first
language and other crucial elements. As a result, “you must have a comprehensive
knowledge of the entry behavior of a person, of the objectives you wish to reach of
possible method”. ( Brown, 2000, p. 79). The factors that have a considerable impact
on the achievement in learner’s learning a second language are basically classified
into two categories namely internal/ individual factors (age, hemisphere
specialization, language attitude , motivation, learning style differences, learning
strategies, goals or needs and beliefs about language learning) and external factors
( the influences of the first language, learning and teaching contexts and 2. Cultural
learning in second language learning). The purpose of this study is to highlight
several significant factors having a great effect on the process of learning foreign
language in general and English in particular.

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Discussion about internal and external factors in learning

a foreign language

This part focuses on the these important factors consisting of two sections
entitled; internal factors which include two points: intelligence and motivation;
external factors such as the role of the first language and the cultural learning in
second language acquisition.

I. Internal factors
1. Intelligence

Second language acquisition has different characteristics having an considerable

impact on learners. In classroom contexts, the emphasis is on learning about the
language ( namely grammar rules, vocabulary items), learners with supervisor
intelligence will tend to do well in other academic subjects. In other words, learners
with a wide variety of intellectual abilities are likely to be successful language
learners. Intelligence is still the a questionable issue which needs conducting more
research with many psychologists in particular.

Gardner stated that instead of viewing intelligence as unitary, he suggests that

there are numerous kinds of intelligence (cited in Harmer, 2001, p. 46). Gardner’s
Multiple Intelligences consists of linguistic, logical – mathematical, musical
( auditory) , bodily-kinesthetic, spatial-visual, interpersonal, intrapersonal and
naturalist.

1.1. Linguistic Intelligence

The learners in accordance with linguistic intelligence are likely to think in

words and language rather than pictures. They have a capability of reading, writing
and listening to materials. Learners of such ability have a strong tendency to
become fluent language users. They use words effectively. They have a passion for
reading, playing word games or puzzles , making up poetry and stories. In
addition, they tend to be good at speaking at public and become a writer and poet.

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They can be taught by encouraging them to say and see words, read books together.
Tools include computers, games, multimedia, books, tape recorders, and lecture.

1.2. Logical – mathematical Intelligence

The learners in this kind of intelligence have an ability in logic and numbers.
They usually think in a logical way. These kind of learners enjoy experimenting,
solving puzzles and asking cosmic questions. They can be taught through logic games,
investigations and mysteries. They need to learn and form concepts before they can
deal with details.

1.3. Musical ( auditory) Intelligence

For this auditory intelligence, students are capable of appreciating and producing
music, sound and rhythm. They are likely to study better with musical items. They can
be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. The
facility for teaching these kinds of person is including musical instruments, music,
radio, stereo, CD-ROM and multimedia.

1.4. Bodily-kinesthetic Intelligence

The bodily-kinesthetic intelligence is related to body movement control.

Learners use the body effectively, like a dancer or a surgeon. They like movement,
making things and touching. They communicate well through body language and be
taught through physical activities, hands-on learning, acting out and role playing.
Teaching materials consists of equipments and real objects.

1.5. Spatial-visual Intelligence

The learners possessing this kinds of intelligence have the capability in images
and space. They enjoy drawing, doing jigsaw puzzles and reading maps. They prefer
to be taught through models, graphics, charts, photographs, drawings, 3-D modeling,
video, videoconferencing, television, multimedia, texts with pictures/charts/graphs,
pictures, video, maps and charts.

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1.6. Interpersonal Intelligence

Learners owning this ability are keen on interacting with others and have a
strong capacity to understand the people around them. They always try to see how the
others think and feel, they try to create co operative between group members and
encourage communication, understanding, interacting with others. These students
learn through interaction. They have numerous friends with empathy for others. They
can be taught through group activities, seminars and dialogues. Teaching materials
include the telephone, audio conferencing, time and attention from the instructor,
video conferencing, writing, computer conferencing and e-mail.

1.7. Intrapersonal Intelligence

These learners have a strong awareness of their inner state of being. They can
understand their dreams, desires, relationship with the others and furthermore their
strengths and weakness. These learners tend to shy away from others. They're in tune
with their inner feelings; they have wisdom, intuition and motivation, as well as a
strong will, confidence and opinions. They can be taught through independent study
and introspection. Materials supporting teaching include books, creative materials,
diaries, privacy and time. They are the most independent of the learners.

Taking these points into consideration, everyone was born with particular
intelligences which decide the learning styles in the future.

2. Motivation

Motivation is a topic that has drawn a lot of attention of researchers as well as

pedagogues for such a long time because it is one of the most important factors in
second language acquisition success. There is a general belief among teachers that
motivation is very important in classroom because it is a precondition for successful
learning. Therefore, high motivation can make up for considerable deficiencies both in
one's language aptitude and learning conditions.

Gardner (1985: 10) defines second language learning motivation as “the extent
to which an individual works or strives to learn the language because of a desire to do
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so and the satisfaction experienced in this activity” ; more specifically, motivation is
conceptualised to subsume three components, motivational intensity, desire to learn
the language, and an attitude towards the act of learning the language. According to
Williams & Burden (1997:120): “Motivation may be construed as a state of cognitive
and emotional arousal, which leads to a conscious decision to act, and which gives rise
to a period of sustained intellectual and/or physical effort in order to attain a
previously set goal (or goals)”.

There are differences in language learning aptitude, and sometimes even highly
motivated learners encountered great difficulties in improving their mastery of the
language. The typical example is that learners who begin learning as adults rarely
achieve the easy fluency and accuracy that child learners eventually achieve. The
reason is that they do not have their motivation. Numerous findings suggest that a
circular cause and effect relationship between motivation and success in second
language learning. As a result, the more one succeeds, the greater one’s motivation ;
the greater one’s motivation, the more one succeeds.

To sum up, motivation is considered as a key factor that have a significant

impact on second language acquisition success. Therefore, classroom teachers can
develop positive motivation in their students by making the classroom itself an
environment in which students experience success.

II. External Factors

1. The role of the first language in second language learning.

In fact, many students make mistakes during learning a foreign language. Most
of them are due to interference from their first language. There are many causes for
errors in learner language. The transfer of patterns from the native language is one
cause, but more significant is overgeneralization of the target language rules. Besides,
aspects of the second language which are different from the first language will not
necessarily be acquired later or with more difficulty than aspects which are similar. It
is a popular belief that second language acquisition (SLA) is strongly influenced by
the learner’s first language. In other words, the first language gets in the way or

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interferes with the learning with the learning of the language of the second language,
such that features of the first language are transferred into the second language.

Ellis, R. (1985) stated that interference was the result of what called proactive
inhibition. That is concerned with the way in which previous learning prevents or
inhabits the learning of new habits. In SLA it works as follows. Where the first
language and second language share a meaning but express it in different ways, an
error is likely to arise in the second language because the learner will transfer the
realization device from his first language into the second.

The role of first language was first seen in terms of transfer theory and was
closely linked to behaviorism, which saw SLA as a process of habit-formation. Errors
according to this theory were the result of inference from the entrenched habits of the
first language.

In conclusion, the first language play an important role in learning a foreign

language. The first language is the source of knowledge which learners will use both
consciously and subconsciously to help them transfer the second language in the input
and to perform as best as they can in the second language.

2. Cultural learning in second language learning

A lot of people who communicate across linguistic and cultural boundaries have
experienced communication breakdowns with interlocutors who are from different
language (L1) back ground or who speak different varieties of a language.
Sociolinguistics recognize that such intercultural miscommunication or partly due to
different value systems that underlie each speaker’s L1 cultural group ( Chick, 1996).
Different value systems are reflected in speech acts ( language functions such as
requesting, complimenting, thanking, inviting, disagreeing ..) Therefore, different
interpretations of a certain speech act sometimes cause misunderstanding of the
speaker’s intention.

After being discussed thoroughly, what we would say is that all the factors
mentioned above have a great influence on learning in general and learning a language

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in particular. So the learners should pay attention to those factors and it’s up to them
to them to enhance their learning rather than to hinder it through those factors. This
does not deny the teachers’ responsibility by being aware of his learners’ different
styles, different attitudes toward learning, and their different social backgrounds. As a
result, sharing the responsibility for learning is the best way for achieving the best
outcomes.

In the situation of Vietnam, besides these above factors, there are many other
ones affecting children’s foreign language acquisition especially in rural and remote
country sides. Financial issues can prevent children from learning second language.
They do not have enough money to buy books, CDs and materials. Poor
infrastructures including small school are essential factors. Lack of teaching material
namely textbooks, audio or visual supporting can have an negative impact on pursuing
second language.

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References

Ellis, R. (1985). The study of second language acquisition.Oxford University Press

Gardner, R.C. (1985). Social psychology and Second Language Learning. The Role of

Attitude and Motivation. London: Edward. Arnold.

Harmer, J. (2001). The Practice of English Language Teaching. Third Edition

England: Person Education.

William, M. and Burden, R. L. (1997). Psychology for Language Teachers.

Cambridge University Press.

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