This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress

1. L2 Learning and Teaching
By
Sarwar D. Ganjo

2. Topics:
1- Definition
2- What exactly does the L2 Learning come from?
3- A basic disagreement among different linguistic perspectives.
4- How does the learner acquire L2 knowledge.
5- Approaching Near- Native competence
6- Implications for L2 Learning and Teaching

3. Definition:
A second language (L2) is any language learned
after the first language or mother tongue (L1).

4. What exactly does the L2 Learning come from?
1- A system of knowledge about a second language which goes
will beyond what could possibly have been taught .
2- Patterns of recurrent elements that comprise components of
L2 specific knowledge: Vocabulary lexicon, morphology word
structure, phonology sound System, syntax grammar, and
discourse (ways to connect sentences and organize information.
3- How to encode particular concepts in the L2 including
grammatical notions of time, number of referents, and the
semantic role of elements.

5. 4- Pragmatic competence, or knowledge of how to interpret
and convey meaning in contexts of social interaction.
5- Means for using the L2 in communicative activities: Listening
Speaking, Reading, Writing.
6- How to select among multiple language systems, and how to
switch between languages in particular social contexts and for
Particular purposes.
7- Communicative competence: all of the above plus social and
cultural knowledge required for appropriate use and interpretation
of L2 forms.

6. A basic disagreement among different linguistic
perspectives :
1- an abstract system of underlying rules or principle.
2- a system of linguistic patterns and structures. Or
3- a mean of structuring information and a system of
communication.

7. How does the learner acquire L2 knowledge:
1- Innate capacity: The natural ability of people to acquire
language.
2- Application of prior knowledge, the initial state of L2 includes
knowledge of L1 ( and language in general) and the processes of
SLA includes interpretation of the new language in terms of that
knowledge.
3- Processing of language input: Input is one of the most
important elements in the process of second language
acquisition (SLA).
As Gass (1997) points out, second language (L2) learning simply
cannot take place without input of some sort.

8. 4- Interaction: Social perspectives generally hold that SLA
Benefits from the active engagement of learners in interaction,
Or participation in communicative events.
5- Restructuring of the L2 knowledge system
6- Mapping of relationships or associations between linguistic
function and forms.
7- Automatization: Mean standard deviation decreases more
than mean RT.

9. Why are some learners more successful than others:
1- Social context :
Social context is the indirect and direct influence individuals
are in constant communication and within Involvement of by
means as role player or participants
2- Social experience: quantity and quality of L2 input and
interaction are determined by social experience, and both have
significant influence on ultimate success in L2 Learning.
3- Relationship of L1 and L2: We can say all languages are
learnable, but not all L2s are equally easy for speakers of
particular L1s to acquire.

10. 4- Age: commonly believed that children are more successful
L2 learners than adults.
5- Aptitude: Learners differ in capacity to discriminate and
process auditory input, to identify patterns and make
generalizations, and to store linguistic elements in memory.
6- Motivation: Motivation largely determines the level of
effort which learners expend at various stage in their L2
development and it is often a key to ultimate level of
proficiency.
7- Instruction: Quality of instruction clearly makes
A difference in formal context of L2 learning.

11. Approaching Near- Native competence
-The most likely level of linguistic production to retain some
identifiably "foreign" feature is pronunciation, especially if L2
learning began after the age of twelve or so.
- learners will have to select ,from a more limited lexical
repertoire than do native speakers of the same educational level,
will not use words with the same probability of occurrence
in the same phrasal units (e.g. collocations), and will not
recognize connotations and allusions which require cultural
information and experience.

12. - older L2 students who do approach "near-native" competence
almost surely have benefitted from extensive and varied input,
feedback which includes some correction and focus on
grammatical form, and very high levels of motivation.

13. - At the same time, we must recognize that many intelligent'
hard-working, highly-motivated students will not approach this
level of competence.
- It is important for language teachers, in particular, to accept
the fact that "native-1ike" production is neither intended nor
desired by many learners whose goals for L2 use do not include
identification with native speakers of the language nor
membership in its native speech communities.

14. Implications for L2 Learning and Teaching:
- Consider the goals that individuals and groups have for learning an
additional language.
-Set priorities for learning/teaching that are compatible with those goals.
-Approach learning/teaching tasks with an appreciation of the multiple
dimensions that are involved: linguistic, psychological, and social.
- Understand the potential strengths and limitations of particular
learners and contexts for learning, and make use of them in adapting
learning/teaching procedures.
- Be cautious in subscribing to any instructional approach which is narrowly
focused or dogmatic. There is no one "best" way to learn or teach a second
language.
-Recognize achievement in incremental progress.

15. Thank you
And be patient, Learning a language
takes time.