English as Second Language (ESL)

Successful learning of the second language depends on several factors that surround the individual learner, which include (i) affective or emotional factors, (ii) cognitive factors, and (iii) metacognition factors. While all these three are equally important to consider, possessing a strong cognitive characteristic is critical to successful second language learning. Cognitive learners have their own style of learning such as visual, auditory, tactile or kinesthetic. As such, the learning style of a particular learner would greatly influence the teaching method to be used by the teacher to be effective. Learners could also either be field dependent learners or field independent learners. With that, the teaching method to be used should cater to such ability of the learner to effectively learn. 

Learning a second language takes time and a lot of dedication. Truly, learning a new language is like living a new life. One has to live the language. In my country, English language is use as a medium of instruction in all schools at all levels. Our books are written in English and are mostly authored by foreign writers. No wonder why students can compose a very good composition in English. However, speaking the language is not as successful as writing it. Although, many emerged as excellent and good English speakers, especially the highly-educated ones, majority of the people can understand the language but are not fluent speakers. This is because bulk of the population does not speak the language in everyday conversation. Of course, they use the native language in everyday life. Now compare this to those who never use nor have spoken the English language, or may have been exposed but only at a minimal level.

It has been a major focus of educators to increase the English language proficiency of students who are newcomers or are not native English speakers. As such, they have developed several strategies in order to carry out this goal. However, these strategies did not just pop out into their minds. They are carefully developed through time and several studies. Through these various methods and strategies, teaching becomes more effective and learning becomes easier. It also goes by saying that language learning strategies now focus not on the teachers but on the learners. The learner’s characteristics signal what type of strategy the teacher would use in teaching the new language. It goes by saying that learner’s characteristics would definitely be helpful in different language learning settings.

Knowing the different learners’ characteristics would certainly play important role in determining the strategy to be used by the learners themselves as well as the teaching methods to be used by the teachers. For example, affective learners who are instrumentally motivated learners who wanted to learn the language to get to know the people and their culture would certainly consider second language acquisition by learning the language where it is spoken. They know for themselves that this is an effective way of learning the new language. To further emphasize my point, a cognitive learner with a sensory mode preference learning style would most likely become effective learner in a second language acquisition setting. Kinesthetic learners would certainly become ineffective if learning will take place in a second language learning setting since these are the learners who would most likely become effective as doers or participants than merely listeners or watchers