LANGUAGE ACQUISITION

1. NAME: VERONICA ALEJANDRA MORENO ALBAN
TEACHER: MSC.MONICA PINTO
LANGUAGE ACQUISITION

2. THE PSICHOLOGY OF SECOND
LANGUAGE ACQUISITION
• Languages and the brain.
• Learning processes.
• Differeces in learners.
• The effects of
multilingualism.

3. LANGUAGES AND BRAIN
The brain id divided into two
hemispheres. The left hemisphere
is the logical brain and the right
hemisphere is the creative brain.
Broca´s area is an area in
the frontal lobe of the
brain that is related to the
production of speech.

4. Wernicke´s is an area in
the several cortex related
to speech and is involved
in both spoken and written
language.
The auditory cortex in the
cerebral cortex processes the
auditory information and as a
part of the sensory system for
hearing.
The visual cortex is the part
of the cerebral cortex that is
responsible for processing
visual information

5. LEARNING PROCESS
INFORMATION PROCESSING(IP)
CONNECTIONISM
Learning essentially is
change the strength of
these connections.
New information; the
formation,organization, and
regulation of internal(mental)
representations: and retrieval
and output strategies.
PSYCHOLOGICAL APPROACH
Theories regarding order of
acquisition
Competition model.

6. DIFFERENCES IN LEARNERS
 Age
 Sex
 Aptitude
 Motivation
 Cognitive style
 Personality
 Learning strategies.

7.  AGE
YOUNGER ADVANTAGE OLDER ADVANTAGE
NOT ANALYTICAL ANALYTIC ABILITY
BRAIN PLASTICITY LEARNING CAPACITY
WEAKER GROUP IDENTIFY GREATER KNOWLEGDE OF L1
SIMPLIFIED INPUT MORE LIKELY REAL-WORLD KNOWLEDGE
FEWER INHIBITIONS PRAGMATIC SKILLS
CHILDREN ARE MORE SUCCESSFUL L2 LEARNERS THAN ADULTS?
THE LEARNING OF A SECOND LANGUAGE REALLY NOT DEPEND OF THE
AGE, BECAUSE CHILDREN AND ADULT LEARN OF DIFERENT MANNER.
AGE DIFFERENCES IN SLA

8.  SEX Females tend to the better L2 learners tan males
It is a social construct,based on outcomes which reflect cultural and sociopsychological
contrains and influences.
FEMALE MALE
VERBAL FLUENCY BRAIN ASYSMMETRICALLY
ORGANIZED
BETTER AND
MEMORIZING
COMPLEX FORMS
BETTER AT COMPUTING
COMPOSITIONAL
Higher androgen level correlates with better
automatized skills, and high estrogen with better
semantic/interpretive skills.

9.  APTITUDE
Phonemic coding ability :
• Capacity to process auditory input into segments which can be stored and retrieved.
Inductive language learning ability and grammatical sensitivity :
• They account for further processing of the segmented auditory input by the brain to infer
structure, identify patterns, make generalizations, recognize the grammatical function of
elements, and formulate rules. It is in central processing that restructuring occurs.
Associative memory capacity
• Determines appropriate selection from among the L2 elements that are stored, and
ultimately determines speaker fluency.

10.  MOTIVATION
Determines the
level of effort
which learners
expend at various
stages in their L2
development, often
a key to ultimate
level of proficiency.
COMPONENTS:
• Significant goal or
need
• Desire to attain
the goal
• Perception that
learning L2 is
relevant to
fulfilling the goal
or meeting the
need
• Belief in the likely
success or failure
of learning L2
• Value of potential
outcomes/rewards

11.  COGNITIVE STYLE
 PERSONALITY
Perceiving,conceptualizing,
organizing, and recalling
information. It is also
closely related to and
interacts with personality
factors and learning
strategies.
Its main factor is to explain
why some students (L2) are
more successful than others
and have not been
established, although in some
cases they have made
affirmations.
Personality factors are
sometimes added to
cognitive style in
characterizing more general
learning style.
Anxious Self-confident
Risk-avoiding Risk-taking
Shy Adventuresome
Introverted Extroverted
Inner-directed Other-directed
Reflective Impulsive
Imaginative Uninquisitive
Creative Uncreative
Empathetic Insensitive to others
Tolerant of
ambiguity
Closure-oriented

12.  LEARNING STRATEGIES
GOOD LEARNERS HAVE
FOLLOWING TRAITS:
 Concern for language form (but
also attention to meaning)
 Corcern for comunication.
 Active task approach.
 Awareness of the learning
process.
 Capacity to use strategies
flexibly in accordance with task
requirements.
METACOGNITIVE Are those which
attempt to regulate
language learning by
planning and
monitoring.
COGNITIVE Make use direct analysis
or synthesis of linguistic
material.
SOCIAL AFECTIVE Involve interaction with
others
Typology of language-learning strategies

13.  CONCLUTION
The psychology of second language acquisition permit us to
learn more about our brain and the different forms to learn,
each Student need a different learning method.
When a Student wants to learn a new language, we find that
language learning outcomes are influeted by age,aptitude,and
motivation. Other factors in individuals learning styles and
strategies correlate with degree of success in SLA.
THANKS FOR YOUR ATTENTION