Language AcquisitionLanguage Acquisition

Balancing the ScalesBalancing the ScalesBy: Matt EdwardsBy: Matt Edwards

CUI 605CUI 605

IntroductionIntroduction

Research conducted on Second Research conducted on Second Language Acquisition has yielded Language Acquisition has yielded many theories surrounding the many theories surrounding the process by which human beings learn process by which human beings learn language. Each of these theories language. Each of these theories offers valuable insight into the nature offers valuable insight into the nature of language, and provides information of language, and provides information crucial to the development of a crucial to the development of a successful language-learning successful language-learning curriculum. curriculum.

Introduction Introduction

This investigation will highlight the This investigation will highlight the authors of theories, as well as the authors of theories, as well as the hypotheses that led to each theory. I hypotheses that led to each theory. I have divided these theories into two have divided these theories into two categories: biological and linguistic.categories: biological and linguistic.

Differences Differences L1L1

The first language that is acquired by a personThe first language that is acquired by a person Learned at a young age or from birthLearned at a young age or from birth Theories state that the body is hardwired for learning language Theories state that the body is hardwired for learning language

and that this will come naturally in first language acquisitionand that this will come naturally in first language acquisition L2L2

Any language learned after the first language acquisition has Any language learned after the first language acquisition has taken placetaken place

Learned at any ageLearned at any age Theories state that as you get older, the barriers that hinder Theories state that as you get older, the barriers that hinder

you from learning a second language increase you from learning a second language increase

Biological TheoriesBiological Theories ““Biological theories” are those which relate linguistic ability Biological theories” are those which relate linguistic ability

with biological processes. with biological processes. Critical Age Theory Critical Age Theory

Proposed by Eric Lennenberg in 1967, the Critical Age Theory Proposed by Eric Lennenberg in 1967, the Critical Age Theory claims that children have an innate ability to learn language, claims that children have an innate ability to learn language, particularly between the ages of two to thirteen. particularly between the ages of two to thirteen.

More recent studies, however, have disproved some of More recent studies, however, have disproved some of Lennenberg’s findings.Lennenberg’s findings.

Most notably, research has shown that language acquisition Most notably, research has shown that language acquisition has usually leveled by the age of five (O’Malley & Valdez-has usually leveled by the age of five (O’Malley & Valdez-Pierce, p.136). Pierce, p.136).

Biological TheoriesBiological Theories Language Acquisition Device TheoryLanguage Acquisition Device Theory

Proposed by Noam Chomsky, proposes that infants are endowed Proposed by Noam Chomsky, proposes that infants are endowed with the capacity to acquire a natural language –in essence, they with the capacity to acquire a natural language –in essence, they are “hardwired” to do so– and that all that is necessary to spark are “hardwired” to do so– and that all that is necessary to spark linguistic aquisition is exposure to the target language.linguistic aquisition is exposure to the target language.

Monitor ModelMonitor Model Proposed by Steven Krashen in the 1970s Proposed by Steven Krashen in the 1970s The Monitor Model proposes that human beings have two The Monitor Model proposes that human beings have two

different “modes” through which they learn language: either different “modes” through which they learn language: either through acquisition, which takes place at the subconscious level, through acquisition, which takes place at the subconscious level, or by learning, a conscious language process.or by learning, a conscious language process.

This theory is hindered by the idea of the affective filter (another This theory is hindered by the idea of the affective filter (another term of Krashen’s), simply defined as anything that might impede term of Krashen’s), simply defined as anything that might impede the input and output of language, such as “motivation, attitude, the input and output of language, such as “motivation, attitude, self-confidence, and anxiety”. It is widely believed that these self-confidence, and anxiety”. It is widely believed that these filters increase with age (O’Malley & Valdez-Pierce, p.136).filters increase with age (O’Malley & Valdez-Pierce, p.136).

Our Influence On Our Influence On The Affective FilterThe Affective Filter

Linguistic TheoriesLinguistic Theories ““Linguistic theories” are those hypotheses that concentrate Linguistic theories” are those hypotheses that concentrate

on language itself. Grammar, morphology, syntax, and on language itself. Grammar, morphology, syntax, and semantics represent but a few of the areas of study that semantics represent but a few of the areas of study that have generated linguistic theories. have generated linguistic theories.

Contrastive Analysis HypothesisContrastive Analysis Hypothesis Proposed and believed by many different theorists. Proposed and believed by many different theorists. It is possible to contrast one language with a second language It is possible to contrast one language with a second language

in order to predict difficulties a speaker of the first language in order to predict difficulties a speaker of the first language will experience while acquiring the second language.will experience while acquiring the second language.

Some grammatical patterns in L1 (the first language) will be Some grammatical patterns in L1 (the first language) will be consistent with the structures from L2 (the target language); consistent with the structures from L2 (the target language); these structures, according to the theory, will automatically these structures, according to the theory, will automatically transfer, leaving the educator free to focus on those structures transfer, leaving the educator free to focus on those structures that are different (O’Malley & Valdez-Pierce, p.136). that are different (O’Malley & Valdez-Pierce, p.136).

Linguistic TheoriesLinguistic Theories General-Transformational TheoryGeneral-Transformational Theory

Proposed by Noam Chomsky Proposed by Noam Chomsky It is possible to compare the system of one language with that It is possible to compare the system of one language with that

of a second language in order to predict the difficulties a of a second language in order to predict the difficulties a speaker of the former will experience while acquiring the speaker of the former will experience while acquiring the second language.second language.

Chomsky’s theory proposes that languages only differ in Chomsky’s theory proposes that languages only differ in superficial ways, so anyone who already speaks one language superficial ways, so anyone who already speaks one language already knows a great deal about any other language to be already knows a great deal about any other language to be learned (O’Malley & Valdez-Pierce, p.136) .learned (O’Malley & Valdez-Pierce, p.136) .

Factor In This!!Factor In This!! The adjustment to a new country is often traumatic for new The adjustment to a new country is often traumatic for new

immigrants, who may be simultaneously dealing with traumatic immigrants, who may be simultaneously dealing with traumatic events from their countries of origin. Children generally go events from their countries of origin. Children generally go through several stages of uprooting (NC TESOL, 1997) . through several stages of uprooting (NC TESOL, 1997) . Leaving family, friends and familiar surroundingsLeaving family, friends and familiar surroundings Excitement or fear of the journey Excitement or fear of the journey Curiosity about their new country Curiosity about their new country Culture shock and depression that can occur when the child Culture shock and depression that can occur when the child

begins schoolbegins school Pressure to assimilate, to become like his/her peers Pressure to assimilate, to become like his/her peers

ConclusionConclusion

Although the theories considered here tend Although the theories considered here tend to be the most prevalent to Second to be the most prevalent to Second Language Acquisition, they are by no Language Acquisition, they are by no means the only theories related to this means the only theories related to this topic, nor is any one stronger than the topic, nor is any one stronger than the others. Indeed, each of these theories is others. Indeed, each of these theories is constantly reviewed with some degree of constantly reviewed with some degree of criticism. Each one, however, offers insight criticism. Each one, however, offers insight into the linguistic processes of the human into the linguistic processes of the human mind, and therefore are valuable to second mind, and therefore are valuable to second language educators. language educators.

RelaxRelax

Your ESL students have a specific, Your ESL students have a specific, immediate need that makes them immediate need that makes them eager students (even though they eager students (even though they

may behave otherwise). It is not an may behave otherwise). It is not an insurmountable problem. With insurmountable problem. With

patience, kindness, determination, patience, kindness, determination, and willingness on the part of the and willingness on the part of the

teacher, both of you will experience teacher, both of you will experience much success.much success.

ReferencesReferences Carolina TESOL, English Language Learners in Public Schools: Carolina TESOL, English Language Learners in Public Schools:

K-12 Interest Section, March 1997.K-12 Interest Section, March 1997. O’Malley & Valdez-Pierce. O’Malley & Valdez-Pierce. “Authentic Assessment For English “Authentic Assessment For English

Language Learners”. Addison-Wesley Publishing, pp.135-162.Language Learners”. Addison-Wesley Publishing, pp.135-162.