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Second Language Acquisition Theory Analysis

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In respond to the research of speaking English skill, the theory that is related would be the Krashen’s theory (1994) which is the Second Language Acquisition Theory (SLA). According to Krashen’s theory, comprehensible input and interaction can enhance second language acquisition and fluency. Since most of the respondents set English language as their second language, thus, their ability to acquire the language is limited and relies on their own motivation. As stated by Krashen (2009), a second language speaker who makes lots of mistakes, has a poor accent, and is hesitant, will most likely receive, in general, more modified input than a speaker who appears competent and fluent.

As we understand, English language acquisition was contributed …show more content…

Following that, in this research, the self-motivation skill that was stated out can be another indicator of employability itself. In today’s world, it is a universal privilege for those who is able to work dynamically and competitively where they can make use of their soft skills and generic competencies such as communication skills and personality features (Spenser & Spenser, 1993) rather than solely on traditional human capital variables such as grade point averages and work experiences. Many researches have been done by Koo (2006, 2007) which identified some criteria as the indicators included the speaking skill. As study by Devrs (2007) found that communicative literacies needed by the employees now not only in the real time communication (face-to-face) but also in virtual communication such as through electronic mailing, phone conversations and so on. In the workplace, global communication is also …show more content…

Knowledge of English correlates highly with income, social prestige, and educational level (Aleyton & Greg, 1987) and, as a result, English has a strong image of marketability among the community. Meanwhile, during the past 20 years, the explosion in business and communications technology has revolutionized the field of English language teaching, and has radically shifted the attention of the course designers from teaching English for Academic purposes to teaching English for more specialized purposes. Few surveys have found a strong abstract motivation to learn speaking English for academic and career purposes (Balla, 1991; Richards, 1993) that is because of the material benefits the language

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