Short Paper 4 INTRODUCTION Today English language is widely taught that its purposes for which it is learned sometimes

taken for granted. We learn English because we need it for communication, job, travel, business and so on. In Cambodia, children start to learn English as early as they are able to listen and speak, aging from 5 to 6. These are those whose families can support them and they begin studying English since they are in kindergarten class. However, for those who are from poor financial family cannot afford to learn as early as they want. So they possibly start learning English when they go to secondary school. Consequently, it takes so long that their English is not as good as those who start learning earlier. Because second language learning is very popular through the last century, there are many researchers who have developed theories, methods, and approaches to demonstrate that language acquisition is easier and faster if teaching focuses on their principles (Cristo, n.d.). Using techniques is needed to be based on learners styles combined with different characteristics of diverse methods, and approaches. Different teaching theories are suitable for particular situations, that is, we cant apply one method to all teaching settings. Specifically, according to behaviorism, which was based on the view that all learning including language learning, learning occurs through a process of imitation, practice, reinforcement, and habit formation (Spada & Lightbown, 2002). Even though there are several methods for language learning, I strongly agree with above opinion which it is suggested some effective strategies for L2 learners. Learning through a process of imitation Having remembered when I was a baby, I learned all most everything from imitating my parents. Imitation also manifests in expressions and gestures, as when we see and hear other people do things we want to copy (Dancy, 2005). For example, a mother teaches a child to speak a word by modelling and showing how the mouth moves and then he or she follows by producing that word. From day to day, a child has picked up several new words by

Short Paper 4 listening to his parents. Regarding this, as L2 teachers, we have known that imitation is really effective strategies to learn as we always encourage our students to watch native speakers or people talking in movies and try to repeat after them. The more they imitate in term of speaking, the more opportunity they become native-speaker like. If we, moreover, want our students incidental learning to be as quickly as possible, we should demonstrate as frequently as possible, from the qualities we want them to imitate like being polite, cooperative, helpful, generous, compassionate and so on (Spock, 1997). Learning though a process of practice Reflecting in my experience when I was a child, it was several times before I could eat properly, my mother taught me how to hold the spoon, get some rice, and then put it into my mouth. Similarly, learning language is required a lot of practice in which it leads to fluency and proficiency. Practice is crucial ingredient of effective instruction; it speeds up learning, aids long-term retention, and facilitates recall. The more opportunity learners have for practice, the more likely learning will occur. For instance, if learners want to learn English quickly, for example, macro-skillslistening, speaking, reading, and writing, though, the best way is to identify the different strategies which they need to use and practice them as many times as possible (Baig, 2010). To learn faster and more efficient, learners must be fully motivated and they need to move forward their willingness to devote some time and energy to practice on a regular basis. Through my own experience, in terms of improving and maintaining my English language proficiency on TOFEL or IETLS, repeated practice on skills or techniques is one of the most essential methods I have applied most of the time. Learning through a process of reinforcement According to Woergoetter and Porr ( 2007), reinforcement learning is learning by interacting with an environment. It is how learners learn from the consequences of their actions, rather than from being explicitly taught and they select their actions on basis of their past experiences, which are very essential in the future. Very often at the first time, learners

Short Paper 4 would not be able to produce good language when they start learning. Consequently, they might make mistakes in using language. Spratt, Pulverness, and Williams (2005) suggested that L2 learners make errors because they are influenced from their L1 and they are unconsciously working and organizing language. However, this process is not yet complete. Whatever learners make errors is just a part of their developmental error in which, sooner and later, as their language abilities increase, these kinds of errors also disappear. Obviously, L2 learners often make mistakes with verb forms, by saying things such as I goed instead of I went. Developmental errors and errors influenced by L1 can disappear by themselves, without correcting, as learners learn more language (Spratt, Pulverness, & Williams, 2005). The errors learners make in L2 learning might be the result of lacking of exposure to the L2 or might be the lack of motivation learners need to improve their level of accuracy. Learning through a process of habit formation Generally, we dont really realize that we have learned language through our habit of doing things since its purpose is not to learn, but to perform certain activities regularly. Consequently, do we not only achieve our action successfully, but we also have learned certain language unconsciously. Based on my teaching experience, another vital habit in which teachers should do is that they must create language speaking environment for their students. It is the most effective technique for teaching language since students have enough opportunity to expose to the language they are learning. They will learn language quickly and efficiently. Accordingly, teachers should encourage their students to use language in every single minute and fully use it because it will benefit them plentifully in the future. CONCLUSION Behaviorism theories in language learning are really helpful and sound. To learn faster, students need to use not only their listening, or speaking skills, but they also need to behave correctly. They need to imitate others, practice language regularly, reinforce their knowledge through investigation or observation others, and form a habit of using language as

Short Paper 4 much possible as they can. More importantly, as teachers, we need to help students to be responsible for their learning as we show them where they can learn either in book, in selfaccess centres, or onlinethat they can continue studying outside the classroom (Harmer, 2007). We encourage them to watch movies and listen to music in English when they have change to adapt to English environment, imitate native speakers, and get to the habit of liking language use when they are learning. Only practice makes perfect. So as they are motivated, they will use the English in all circumstances, even somehow it is frustrated or difficult for them, such as daily communication, at home, and school, and even dream in English. If language learners copiously followed these methods, I assume that their language would be fully rich and perfect in a shorter time comparing to using other strategies.

Short Paper 4 REFERENCES Baig, B. (2010). Learning Through Practice. Retrieved December 28, 2011 from http://www.wherewriterslearn.com/1.4learning_through_practice.shtml Cristo, M.G.G. (n.d.). Learning and teaching English without a textbook. Retrieved December 28, 2001 from http://www.eslteachersboard.com/cgibin/articles/index.pl?page=8;read=1144 Dancy, R. B. (2005). Learning Through Imitation. Retrieved December 28, 2011 from http://www.informedfamilylife.org/2005/01/learning_through_imitation.html Harmer, J. (2007). How to teach English. Longman: Pearson Education Limited. Spada, N. & Lightbown, P.M. (2002). Second Language Acquisition (pp. 115-132). In Schmitt, N. (2002). An Introduction to Applied Linguistics. New York: Oxford University Press Inc. Spratt, M., Pulverness, A., & Williams, M. (2005). The teaching knowledge test. Cambridge: Cambridge University Press. Woergoetter, F. & Porr, B. (2007). Reinforcement learning. Retrieved December 29, 2011 From http://www.scholarpedia.org/article/Reinforcement_learning