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The foremost factor is the influence of the learners first language (L1). In Malaysia,
most of the primary learners are only introduced to English exclusively in the classroom;
their L1 may influence their SLA process as they may get confused with the differences
between their L1 and English. In such situation, isolated FFI plays a huge role in assisting
these learners. It provides the teachers the opportunity to put into focus the grammar
features that are foreign to the learners. Bahasa Melayu, the L1 of the majority of Malaysian
ESL learners, has different features from English (Samad & Hussein, 2010). For example,
the young learners may find difficulties in using be auxiliary verb where they have to take
the plurality of the subject into account, a feature that is absent in Bahasa Melayu.
Therefore, isolated FFI is the best approach where teachers can explain the rules to ESL
young learners.
The complexity of the rules presented also determines which instruction suits the
acquisition process as well. In SLA, isolated instruction is usually used to teach grammar
features that are fairly easy while difficult rules are very challenging to be taught in isolation
and away from its communicative use (Spada & Lightbown, 2008). Therefore, integrated FFI
is more suitable for such situation where young learners would be able to relate the
language forms and their functions through communicative activities. A study that has been
done by DeKeyser (1995) and Robinson (1996) support such measures where the
participants successfully acquired simple morphosyntactics rules better in deductive
learning and complex morphosyntactic rules better in inductive learning (as cited in Spada
& Lightbown, 2008). These indicate that language educators have to first weigh in the
circumstances of the language class before deciding the suitable instruction so that ESL
young learners can obtain optimum SLA experience.
Young learners ability also has to be considered. Grammar features which are
abstract and complex may be discouraging for them as some features are difficult to be
understood since concrete representation may not work most of the time. According to Shak
and Gardner (2008), young learners tend to perceive output as a mean to measure their
own success and the difficulty of the tasks given. Therefore, the communicative activities
conducted in the ESL primary classroom should be based on learners proficiency level so
that it can elevate their motivation in learning and also facilitate them in comprehending the
grammar structures. Ellis (1995) also agrees with the view and he promotes the importance
of the ability to identify and understand the meaning of grammar features through
communicative tasks (Kettle, 2008). According to Ellis (1995), these tasks are known as
interpretation tasks which encourage the learner to notice the difference between the
meaning conveyed by the grammatical structure in the input and how they are using it (as
cited in Kettle, 2008). This approach allows the learners to notice the common grammar
mistakes that they made during the tasks instead of focusing on the production.
Reactive/inductive explicit instruction can be used during this process. Ellis (2010) stated
that it is an approach where learners are given clear feedback to indicate that they have
made a mistake. The teacher will repeat the mistake and it will be followed by the correct
version so that learners will realize the mistake by comparing it with the correct version
provided.
In conclusion, grammar instruction plays an important part in SLA. As primary ESL
teachers, it is important that they utilize the opportunity to introduce the young learners to
English with the best approach that can promote their language development as their
proficiency level increase. Isolated and integrated FFI or deductive and inductive learnings in
language acquisition process should not be overlooked as both instructions are beneficial for
ESL young learners. Teachers should find different ways to incorporate both instructions so
that they can develop their language skills and able to communicate both fluently and
accurately.
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