CHAPTER 14: Second Language Acquisition/Learning.

Second Language Learning

-a “foreign language” setting (learning a language that is not generally spoken in the surrounding community)

-a “second language” setting (learning a language that is spoken in the surrounding community).

Acquisition and Learning

- Acquisition describes the gradual development over time of ability in a language by using it naturally in communicative situations with others who know the language.

- Learning applies to a more conscious process of accumulating knowledge through analysis of features of a language, such as vocabulary and grammar

Acquisition Barriers

Learning second language is more challenge than the first language 

The Age Factor

- Around the time of puberty, it becomes very difficult

- Our inherent capacity for language being taken over by features of the L1, with a resulting loss of openness to receive the features of another language.

- In their early teens are quicker and more effective L2 learners in the classroom than, for example, seven-year-olds.

Affective Factors

All negative feelings or experiences are affective factors that can create a barrier to acquisition.

Focus on Teaching Method

The Grammar–Translation Method

The Grammar–Translation Method Vocabulary lists and sets of grammar rules are used to define the target of learning, memorization is encouraged, and written language rather than spoken language is emphasized. This method has its roots in the traditional teaching of Latin and is described as the grammar–translation method. 

The Audiolingual Method

Involved a systematic presentation of the structures of the L2, moving from the simple to the more complex, in the form of drills that the student had to repeat called the audiolingual method

Communicative Approaches

More recent revisions of the L2 learning experience can best be described as communicative approaches.

Focus on the Learner

Transfer

Transfer means using sounds, expressions or structures from the L1 when performing in the L2.

- The L1 and L2 have similar features -> positive transfer

- L1 feature that is really different from the L2 -> negative transfer

Interlanguage

-the language produced by L2 learners contains a large number of “errors”

-there is an in-between system used in the L2 acquisition process that certainly contains aspects of the L1 and L2 called an interlanguage

Motivation

- instrumental motivation to achieve goal

- integrative motivation to learn the L2 for social purposes

Input and Output

- input to describe the language that the learner is exposed to.

+ made comprehensible by being simpler in structure and vocabulary, as in the variety of speech called foreigner talk.

+ Negotiated input is L2 material that the learner can acquire in interaction through requests for clarification while active attention is being focused on what is said.

- Output: comprehensible speech produced.

Task-Based Learning

Despite fears that learners will simply learn each other’s “mistakes,” the results

of such task-based learning provide overwhelming evidence of more and better L2 use by more learners.

Communicative Competence

-Communicative competence can be defined as the general ability to use language

accurately, appropriately and flexibly.

-The first component is grammatical competence, which involves the accurate use of words and structures.

-The ability to use appropriate language is the second component, called sociolinguistic competence.

-The third component is called strategic competence to organize a message effectively and to compensate, via strategies, for any difficulties.