This document discusses second language acquisition. It defines language learning vs acquisition, and what second language acquisition is. Second language acquisition is the study of how people learn a second language with limited exposure, why most don't achieve native-like proficiency, and why some do. Learners acquire a second language through their first language knowledge, learning strategies, and language universals to develop an interlanguage. Individual differences like age, aptitude, motivation, and cognitive style affect second language acquisition rates and levels. Learner strategies and a natural order of strategy development also influence the process. Factors like motivation, first language, language distance, access, age, personality, peers, and instruction quality further impact second language acquisition.

1. LIN101 Week 8.1
Second Language
Acquisition
DR. RUSSELL RODRIGO

2. Language Learning
vs.
Language Acquisition
 Language acquisition is a subconscious process.
 Language learning requires a formal knowledge of
explicit rules.

3. What is Second
Language Acquisition?
 In second language learning, language plays an institutional and social role
in the community. It functions as a recognized means of communication among
members who speak some other language as their native tongue.
 In foreign language learning, language plays no major role in the community
and is primarily learned in the classroom.
 The distinction between second and foreign language learning is what is
learned and how it is learned.

4. 4

5. What is the Study of Second Language
Acquisition?
It is the study of:
how second languages are learned;
how learners create a new language system with limited exposure to a second language;
why most second language learners do not achieve the same degree of proficiency in a
second language as they do in their native language; and
why some learners appear to achieve native-like proficiency in more than one language.

6. How Do Learners Acquire a
Second Language?
 Learners acquire a second language by making use of existing knowledge of
the native language, general learning strategies, or universal properties of
language to internalize knowledge of the second language.
 These processes serve as a means by which the learner constructs an
interlanguage.
 Communication strategies are employed by the learner to make use of existing
knowledge to cope with communication difficulties.

7. The Language Learner
Individual differences affect L2 acquisition. These may include: (1) the rate of
development and (2) their ultimate level of achievement.
Learners differ with regard to variables relating to cognitive, affective and social
aspects of a human being.
Fixed factors such as age and language learning aptitude are beyond external
control.
Variable factors such as motivation are influenced by external factors such as social
setting and by the actual course of L2 development.
Cognitive style refers to the way people perceive, conceptualize, organize and recall
information.
Field dependent learners operate holistically. They like to work with others.
Field independent learners are analytic and prefer to work alone.

8. Learner Strategies
Learner strategies are defined as deliberate behaviors or actions that
learners use to make language learning more successful, self-directed
and enjoyable.
Cognitive strategies relate new concepts to prior knowledge.
Metacognitive strategies are those which help with organizing a personal
timetable to facilitate an effective study of the L2.
Social strategies include looking for opportunities to converse with native
speakers.

9. Strategies of L2 Development
Chesterfield & Chesterfield (1985) identified a natural
order of strategies in the development of a second
language.
1)Repetition (imitating a word or structure);
2)Memorization (recalling songs, rhymes or
sequences by rote);
3) Formulaic expressions (words or phrases that
function as units i.e. greetings);
4) Verbal attention getters (language that initiates
interaction);
5) Answering in unison (responding with others);
6) Talking to self (engaging in internal monologue);
7) Elaboration (information beyond what is necessary);
8) Anticipatory answers (completing another’s phrase or
statement);
9) Monitoring (self-correcting errors);
10) Appeal for assistance (asking someone for help);
11) Request for clarification (asking the speaker to explain
or repeat); and
12) Role-playing (interacting with another by taking on
roles).

10. Factors Affecting
SLA
10

11. Factors that influence SLA
1. Motivation
2. First language experiences
3. Language distance and attitude
4. Access to the language
5. Age of acquisition
6. Personality and learning styles
7. Peers and role models
8. Quality of instruction