SECOND LANGUAGE ACQUISITION

As teachers of second language learners, we need some knowledge base regarding the process that language learners go through to learn the L2. This knowledge base will be founded on research-grounded theories of second language acquisition from which foundation for many of the pedagogical practices, strategies and methodologies used in bilingual and ESL/EFL classrooms are derived.

FACTORS INVOLVED IN SECOND LANGUAGE ACQUISITION

Intellectual Processing

Memory

Motor Skills

Motivation

Attitude

PsychologicalNatural Situation

Classroom Situation

Social

Psychological Factors Social Factors

Intellectual Situation

Inductive Explicative Memory Motor

Skills Natural Classroom

Children under 7 High Low High High High Low

7 - 12 Medium Medium Med/High Med/High Medium Medium

Adults over 12 Low High Low Low Low High

Source: Steinberg, D. and Sciarini, N. (2006), An Introduction to Psycholinguistics - table 6.1

THE STUDY OF SECOND LANGUAGE ACQUISITION INVOLVES:

1. How second languages are learned ( the process);

2. How learners create a new language system with limited exposure (interactions);

3. Language proficiency levels (competence and performance of the language); and

4. Why some learners achieve native-like proficiency.

ESL OR EFL COMMUNITY CONTEXT

In second language learning, language plays an institutional and social role in the community where it is an accepted means of communication among its members who speak some other language as their mother tongue.

In foreign language learning, language plays no major role in the community and is primarily learned in the classroom.

LEARNING A SECOND LANGUAGE REQUIRES:

1. Formal language instruction in an academic setting;

2. Interactions with the second language outside of the classroom;

3. Pedagogical practices, strategies and methodologies which facilitate second language learning (how); and

4. Teaching the four language skills: listening, speaking, reading, writing along with comprehension and thinking (what).

LEARNER STRATEGIES

They are defined as deliberated behaviors that learners use to make language learning more successful, self directed and enjoyable

Cognitive strategies

Metacognitive strategies

Social strategies

CHESTERFIELD & CHESTERFIELD (1985) STRATEGIES OF LANGUAGE LEARNING

DEVELOPMENT 1. Repetition

2. Memorization

3. Formulaic expressions

4. Verbal attention getters

5. Answering in unison

6. Talking to self

7. Elaboration

8. Anticipatory answers

9. Monitoring

10. Appeal for assistance

11. Request for clarification

12. Role-playing

UNIVERSALIST THEORIES

The explanation of the structural similarities of pidgin and creole languages.

Universalist theories aim to explain that all humans are characterized by an innate to simplify language.

“Pidginization processes” “Foreigner talk theory” Simplified input.

BEHAVIORIST THEORY

Behaviorists claimed that learners learn by undergoing training and practice through a series of stimulus and response chains and operant conditioning. This theory states that reinforcement motivates the formation of a language habit.

S-R-R (stimilus-response-reward) to learn a language.

Imitation provides with appropriate responses.

NATIVIST THEORYNativists claimed that language learning is biologically determined. Each person is born with an innate ability to learn language. The basic innate language learning capacities are referred to as the Language Acquisition Device (LAD). This view asserts that the environment only serves to trigger the Language Acquisition Device (LAD) which determines what children acquire. Children acquire much of their language ability before coming to school, thus supporting the innate structures argument.

COGNITIVIST THEORYCognitivists claimed that the conditions for learning language are the same conditions that are necessary for any kind of learning. They believed that human beings have the capacity for developing logical thinking. Acquiring knowledge is a cognitive process which involves automatic processing (rountinzed) and controlled (temporary) learning.

SOCIAL INTERACTION THEORY.

Social interactionists believe that human language emerged from the social role that language plays in human interactions. They further believed that the environment plays a key role and that adults in the child’s linguistic environment are instrumental in language acquisition. Language learners need many opportunities for using the target language in order to develop competence.