Abstract
It is well-expected that in the cause-and-effect relationship, authentic formal language learning four hours weekly for six years and 18 hours a week for nearly one year is very likely to produce learners with language proficiency enough to conduct simple conversations about basic daily life issues. Through measuring the global grammar accuracy in the oral language of foundation students at the English Institute at King Abdul Aziz University, the present study aimed at examining how far the learner is the centre of the learning operation so that it can correspondingly yield a considerable amount of EFL linguistic proficiency. The results, however, show that even the most basic grammar norms of the target language (TL) have not yet been acquired, and the learners’ TL grammar is so inaccurate that it severely affects the oral output intelligibility. That highly inaccurate TL grammar calls for the reestablishment of the learning aims, approaches, and tools in serious quest for more learner-centredness in the learning task so that those severe linguistic gaps can be abridged and more authentic TL acquisition is achieved.
Highlights
Learning a second language (SL) is a process of gradual acquisition of a new language system that depends on the learner’s needs, length of exposure, and amount of practice
In a bottom-up approach, the present study aims at investigating the amount of learner-centredness in the FL learning process that can be reflected through the amount of grammar global accuracy detected in the FL learners’ oral output analysed
This part includes the results obtained after data collection and data analysis
Summary
Learning a second language (SL) is a process of gradual acquisition of a new language system that depends on the learner’s needs, length of exposure, and amount of practice. Language acquisition does not take place when the language learner is not at the proper centre of that course of action. In such a case, L2 learning will continue to be in its primary stages, and the learner will keep full dependence on L1 in interpreting and producing the L2 grammar (Cummins 1979). The aim is to examine how learnercentredness translates the learner needs for useful ad motivating language materials, tasks, and activities into more TL acquisition and more accurate TL production
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