Learning “English as a Second Language” Learners

Richard R. Lee writes of three levels of behavior of the cognitive domain which are particular to
second-language learning, one being sub-cognitive behaviors (215-16). Therefore, in asking the
question, “Do individuals demonstrate similar behavior patterns when learning a language?”
what became apparent in field-researching this question is that language learning behaviors are a
necessary, interactive, stage that English as a Second Language students find to be a very helpful
and productive cultural approach to literacy. Drawing on observations from classroom
attendance at the ESL department of Paris Junior College, this study focuses on the specific
cultural approach to literacy and the one connection to language learning that became noticeable:
sub-cognitive behaviors. These behaviors, often exhibited without the student’s awareness of
what they are saying or writing, assist in their learning by providing listening and understanding
all the while learning, in other words, language clarity for the ESL students.

In observing the ESL teachers, it became apparent that these distinct specialized behavior
(listening, reciting, choosing, matching, identification, etc.), are transferred to students, providing
insight of a socially situated nature of reading and writing and speaking the English language.
Because these ESL students work toward two common goals; that of learning the English
language and that of becoming US citizens, learning the language properly requires a huge
amount of repetition in practicing; accounting that these repeated behavior patterns may be part
of these multi-level language learners’ strategy. This level of behavior specificity seems to be
the reason why these ESL students increase their understanding of the English language.

Lee, Richard R. “A Taxonomy of Second Language Behaviors.” TESOL Quarterly 6.3 (1972):

209-220). Web. 21 April 2010.