Several factors influence the success of second language learners: - Social context, such as the status of the first and second languages and social forces, affects learning success. The type of second language being learned, such as a foreign language, also impacts success. - Social experience, including the quantity and quality of second language input and interaction, significantly influences ultimate success because social variables are complex. - The relationship between the first and second languages, such as transfer of features from the first language, determines how easy a second language is for speakers of a particular first language. - While children may have an advantage in brain plasticity, age alone does not determine success, as adults have advantages in learning capacity.

1. TEACHER: M.S MONICA PINTO
STUDENT: VERONICA MORENO ALBAN
LANGUAGE ACQUISITION

2. L2 LEARNING AND TEACHING
WHY ARE SOME LEARNERS MORE SUCCESFULL THAN OTHERS?
• SOCIAL CONTEXT
• SOCIAL EXPERIENCE
• RELASHIONSHIP OF L1 AND L2
• AGE
• APTITUDE
• MOTIVATION
• INSTRUCTION

3. SOCIAL CONTEXT
Features of social context which affect degree of success include the
status of L1 and L2, boundary and identify factors within and
between the L1 and L2 speech communities, and institutional forces
and constraits.
Determine whether the L2 is being learned as a
second language, a foreing language an
auxiliary language, or a language for specific
purposes.

4. SOCIAL EXPERIENCE
Quantity and quality of L2 input
and interaction are determined
by social experience.
Both have significant influence
on ultimate success in L2
learning because social variables
are complex and often
imposible to control

5. RELASHIONSHIP OF L1 AND L2
Much of the discussion has
focussed on so-called transfer
phenomena that are generally
defined as the incorporation of
features of the L1 into the
knowledge system of the L2
which the learner is trying to
build.
All languages are learnable,
but not all L2s are equally
easy for speakers of
particular L1s to acquire.

6. AGE
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.
• Younger learners
generally have an
advantage in brain
plasticity.
• Older learners
generally have an
advantage in
learning capacity.

7. APTITUDE
• Capacity to process auditory input into segments which can be stored and retrieved.
• 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.
We may conclude that aptitute is an important predictor of differential
success in L2 learning, but is not completely deterministic

8. 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

9. INSTRUCTION
Quality of instruction clearly
makes a difference in formal
contexts of l2 learning,
although this book has not
attemped to evaluate teaching
methods.
What´s is known from linguistic,
psychological, and social perspectives on SLA.
However, doesn´t strongly support any one
instructional approach over others, despite
the claims of proponents.

10. THANKS FOR YOUR ATTENTION