Books related to second language learning and their problems

These are those great works that help someone in research to find out the problems in the acquisition of second language learning. 

1. "Teaching English as a Foreign Language" by C.J. Brumfit and K. Johnson**

   - In-depth Summary: Brumfit and Johnson introduce core strategies in TEFL (Teaching English as a Foreign Language), focusing on creating communicative classrooms. They explore methods like the audio-lingual approach, direct method, and grammar-translation. Each technique is evaluated for its strengths and limitations, particularly in non-native contexts. Importantly, they discuss adapting these methods based on cultural and linguistic factors.

   -**Application to Your Research**: This work offers methods for transitioning vernacular-medium students to English. For instance, the grammar-translation method may work initially for students familiar with English structure in vernacular contexts, but communicative methods help increase spoken fluency and confidence.

 2. "Second Language Acquisition and Second Language Learning" by Stephen Krashen

   - **In-depth Summary**: Krashen’s theories revolve around natural language acquisition versus explicit learning. His “Input Hypothesis” suggests that students acquire language by receiving input just beyond their current level (i+1). His “Affective Filter Hypothesis” highlights emotional barriers like anxiety and lack of motivation, which can prevent effective learning.

    Application to Your Research: For vernacular-medium students, building a low-stress environment that promotes self-expression can be critical. Activities that offer “comprehensible input” (i.e., simplified English that is understandable yet slightly challenging) could make English more accessible. Designing tasks that provide a real communicative purpose in a low-pressure setting might help alleviate anxiety, a common issue for students from non-English backgrounds.

 3. "The Practice of English Language Teaching" by Jeremy Harmer

   - In-depth Summary: Harmer discusses language-teaching methodologies, emphasizing that there is no one-size-fits-all approach. He explores task-based learning, where students learn through meaningful use of language, and the “ESA” (Engage, Study, Activate) framework to build a structured yet flexible learning environment.

   - Application to Your Research: Harmer’s emphasis on flexible methods could be essential for accommodating vernacular-medium students with varied English exposure. For instance, an “ESA” approach might engage students with familiar topics in their first language (Engage), introduce them to structured English lessons (Study), and then involve them in practical activities where they use English meaningfully (Activate). 

4. "How Languages are Learned" by Patsy M. Lightbown and Nina Spada

   - **In-depth Summary**: This book provides an overview of how children and adults acquire second languages, examining the roles of age, social environment, and linguistic exposure. The authors compare behaviorist and cognitive perspectives, ultimately highlighting the interaction of learner attributes with teaching methods.

   - Application to Your Research: Understanding these diverse factors may help you address the unique challenges faced by students in the Aurangabad district. For example, if the social environment limits exposure to English, supplementing with classroom exposure through immersion techniques might accelerate acquisition. The book’s discussion on learner variability supports the notion of customizing instruction to meet the specific needs of your student demographic.

 5. "The Bilingual Edge" by Kendall King and Alison Mackey

   - In-depth Summary: King and Mackey advocate for bilingual education and debunk myths surrounding bilingualism, arguing that young learners can effectively learn multiple languages with consistent exposure. The authors emphasize context-rich learning environments and parent involvement.

    Application to Your Research: While this book primarily addresses younger learners, its principles can apply to vernacular-medium students. Encouraging schools and families to create a “bilingual edge” environment, even with limited English, might help. Simple practices like labelling items in English, encouraging English media, and using storytelling could foster an early bilingual foundation, giving students an edge in learning English effectively.

Each of these works offers insights that could strengthen the solutions portion of your thesis. You might argue for a blended approach that combines traditional teaching methods with modern communicative and task-based strategies, tailored specifically for students who start with a linguistic disadvantage in English. Let me know if you’d like examples of classroom activities, techniques for addressing motivation issues, or anything else specific!