Language Acquisition: A Personal Journey

Language Acquisition Background

• The author acquired three languages besides Mandarin Chinese: English, Cantonese, and Sichuan Hua
• These languages have largely shaped the author's cultural identity as a Mandarin-speaking Chinese individual

Early Language Exposure

• The author was born in Zhaoqing, Guangdong, where Cantonese was the local language
• Formal English education began around age four after moving to Huizhou, Guangdong
• Exposure to Sichuan Hua occurred during holidays in Chengdu, Sichuan, through immersion with relatives

Formal Education and Language Integration

• At 18, the author moved to Hong Kong to pursue English education after passing the Gao Kao exam
• English became integrated with content-based teaching in an authentic setting
• Cantonese became essential for social and professional interactions

English Language Learning Experience

• English was initially learned for practical reasons, primarily exams
• Teachers were central in guiding and modeling language use in classes and tutoring
• Repetitive listening and speaking quizzes were favored for developing skills
• This approach aligns with the behaviorist audiolingual method, which prioritizes linguistic components but lacks authentic context

Shift in English Learning

• English proficiency was initially measured by exam grades, with "native-like" speaking linked to British or American English
• Studying in Hong Kong marked a shift, with English becoming the primary medium of instruction in a school context and the author began to communicate with English
• English became profoundly integrated into life, including the acceptance of multiple accents

Cantonese Language Experience

• Cantonese was initially picked up for adaptation, but later forgotten to an environment that emphasized Mandarin
• Native-like pronunciation in Cantonese was surprisingly retained when learning it again, this confirms that suggests early L2 learning helps pronunciation
• Cantonese facilitates better information sharing among coworkers during block practice
• This experience highlights integrative motivation—learning for communicative intent and group affiliation

Sichuan Hua Language Experience

• Sichuan Hua is strongly tied to the author's sense of belonging to their hometown
• It is learner-friendly due to the slight variation from Mandarin pronunciation
• Cantonese speaking sometimes interferes with Sichuan Hua, but reverting is difficult
• Mandarin is less affected by interference due to its deep engraining, pointing out how intensive communicative input helps language retention

Implications for ESL Teachers

• Traditional English education in China emphasized linguistic improvement on grading papers over performance, leading to less interest
• Language acquisition needs communicatively embedded input for optimal function
• Teachers need to create authentic tasks, however, students often benefit from instructions and exercises
• Task-supported language teaching blends explicit instruction and contextualized task completion
• Focused feedback on key errors after task completion is needed for reinforcement without frustration

Diversity in English Language Teaching

• English has evolved into diverse forms influenced by cultures and languages
• Recognize and value students' multiple languages, which boosts confidence and motivation