Write a 500 words reflection on this Chapter Meaning-Based Approaches

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Learning Goal: I’m working on a writing question and need an explanation and answer to help me learn.Write a 500 words reflection on this Chapter Meaning-Based Approaches(Attached):https://ebookcentral-proquest-com.tc.idm.oclc.org/…And write a 200 reply on this:This week’s readings mainly focus on the meaning-based approaches of SLA, which concentrates on multiple areas of language concerning the form of words, the meaning of words and their connections to certain communication purposes. The relationship between the form of one word or expression and its function has been observed by Huebner’s research (1983). By studying an adult L2 learner learning English naturalistically for over one year, he concluded that the learner acquired the form and used it independently before he acquired the function that the form has in the target language. The entire acquisition process seems to be much more complex than it was imagined and involves multiple steps, especially when one word has more than one meaning and certain meanings could be expressed by multiple expressions. Huebner also observed that the learner figured out the form-function relationship by overusing the form at first, then reducing the form almost to elimination and finally reinserting the form when he actually understood the appropriate function of one form. The two examples listed on the textbook – one is the use of “is/isa” and the other is the article system – seem to only concern the functional words, but I have the same experiences when learning content words. When I encountered the word “acquisition”, I firstly understood it as “learning” and used them interchangeably and equally in many environments. When I noticed their subtle distinctions, I did try to eliminate the use of the new word and after I gained enough input to understand the function of this word, I began to increase the use of it gradually and appropriately.Another function-form approach I’d like to discuss here is the one proposed by Bardovi-Harlig, which refers to the concept-oriented approach. It is assumed that the learner acquires a second language by firstly identifying their needs of expressing one concept/function/meaning and then figuring out how to express it. The process of mapping certain functions to certain forms could be rather complex and difficult, so learners usually begin with a one-to-one mapping. After gaining a sufficient amount of input, learners will then discover the additional meanings of one certain form and the multiple forms that could express one meaning. The example given by Bardovi-Harlig is the acquisition of expressing futurity, which begins with the use of “will” and later expands to the use of progressive “going to”. This process could also be explained by another form-function hypothesis – the Aspect Hypothesis. It suggests that L2 learners tend to link the tense and aspect markers of one verb with its inherent semantic meaning. Even though this hypothesis is concerned mainly with the content verbs that change their forms according to different aspects and tenses,it can also explain the fact that learners acquire “will” as the expression of futurity before the progressive form “going to”, which is the inherent futurity in “will” in contrast with the inherent progression/imperfection in “going to”. The concept-oriented approach also reminds me of the “conceptual transfer” we read about in week 6, which identifies the difficulties in SLA when the concept itself differs in the native language and the target language. In that case, L2 learners will face much more difficulties in identifying certain concepts and mapping them with one or multiple forms.
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