Chapter 14 Second Language Acquisition/Learning

 

1 Second Language Learning

The difference between

'Foreign language learning': "learning a language that is not generally spoken in the surrounding community."

 e.g. Vietnamese students learning English in VietNam (EFL)

'Second language learning': "learning a language that is spoken in the surrounding community."

e.g. Vietnamese students learning English in the USA (ESL)

=> The expression second language learning is used more generally to describe both situations

Acquisition and Learning: 

Acquisition is different from learning.

Acquisition is learning a language naturally through communication with native speakers over time.

Learning is consciously studying language through formal instruction, focusing on grammar and vocabulary.  

Acquisition shows better results than learning 

Acquisition Barriers

Learning a second language as an adult is more challenging than learning a first language as a child.  Even in the best learning conditions, it still hard to reach native-like

proficiency in using a second language.

Some people can reach the expertise level in writing language, but not spoken language because some features like

vocabulary and grammar are easier to learn than pronunciation, and intonation so it is hard to have a native accent. 

The Age Factor

 There is a golden period for the acquisition of language, after this period it is hard to fully acquire a new language due to the dominance of the first language

Some research shows that the age of 10 to 16 years old is the best period to learn a new language because the flexibility of inherent capacity for language has not been completely lost, and the maturation of cognitive skills.

Affective Factors   

There are many factors that affect the process of learning a second language. Some negative feelings and self-consciousness like unwillingness or embarrassment in attempting to produce the different sounds of another language. 

2 Focus on Teaching Method  

Despite all the acquisition barriers. There are some teaching methods that can solve it.  

The Grammar–Translation Method

Learning a second language is like other academic subjects. Using vocabulary lists and sets of grammar rules are used to define the target of learning, focusing on written language rather than spoken language 

The Audiolingual Method

This method has a different approach it focuses on spoken language. This method uses repetitive drills ( a lot of practice being repeated a lot of time)   to create a set of habits. This method helps learners learn second language through habits  

Communicative Approaches

This method focuses on using language for real-world purposes  (what it is used for) rather than the forms of the language (correct forms and structures). 

3 Focus on Learner

Transfer

Def: using sounds, expressions, and structures from the L1 while performing in an L2

Positive transfer

Def: the use of a feature from the L1 that is similar to the L2 while performing in the L2, in contrast to negative transfer

E.g: 

English and French: Many English words have French origins, making it easier for English speakers to learn French vocabulary (e.g., "courage," "hotel," "restaurant").

Negative transfer:

Def: the use of a feature from the L1 (that is really different from the L2) while performing in the L2, in contrast to positive transfer

E.g:

English and Spanish: English uses articles (the, a, an), while Spanish does not. Spanish speakers might omit articles in English, leading to incorrect sentences.

=> It's more likely that learners will make mistakes due to negative transfer from their first language at the beginning of learning a new language. This error will happen less often as they become more familiar with the new language.

Interlanguage

Def: the interim system of L2 learners, which has some features of the L1 and L2 plus some that are independent of the L1 and the L2

E.g: the Spanish L1 speaker who says in English She name is Maria

This structure does not occur in both English and Spanish 

Some mistakes seem cannot be improved. This is called fossilization it often happens with a foreign accent 

Motivation  

Motivation is needed to learn L2 successfully 

Instrumental motivation:

The desire to learn an L2, not to join the community of L2-users, but to achieve some other goal

Integrative motivation:

The desire to learn an L2 in order to take part in the social life of the community of L2- users

Input and Output

Input: the language that the learner is exposed to, has to be comprehensible

To easier for L2 learners to understand, structure and vocabulary are simpler in a variety of speech called foreigner talk 

When learners improve, they need more interaction and negotiated input. → this means learners actively participate in conversations, asking for clarification when needed.

Negotiated input:

L2 material that an acquirer/learner is exposed to when active attention is drawn to that material during interaction in the L2

N S : like part of a triangle?
N N S : what is triangle?
N S : a triangle is a shape um it has three sides
N N S : a peak?
N S : three straight sides
N N S : a peak?
N S : yes it does look like a mountain peak, yes
N N S : only line only line?
N S : okay two of them, right? one on each side? a line on each side?
N N S : yes
N S : little lines on each side?
N N S : yes
N S : like a mountain?
N N S : yes

In the example, there are both input and output

Output: refers to the language the learner produces.

→ Both input and output are important for language learning, but creating output opportunities in large classes can be challenging

Task-Based Learning

Def: using activities involving information exchange and problem solving as a way of developing ability in language

E.g the activity Student 1 describes a way to get from A to B

so that Student 2 can draw the route on a map or plan a shopping trip with Student 1 by making a shopping list these students will improve their ability

Some people worried that students would learn incorrect language from each other, but task-based learning has shown that many students actually improve their language skills through this method.

4 Communicative Competence

The communicative Competence  includes 3 components 

• grammatical competence: using words and structure accurately 

• sociolinguistic competence: using language appropriately based on social context  

• strategic competence: know how to organize effective messages and overcome potential communication problems 

Besides some learners using communication strategy to solve the problems of lacking vocabulary when communicating \

E.g: A Dutch (L1 speaker) doesn’t know what is een hoefijzer in English so she describes it as “the things that horses wear under their feet, the iron things” to the listener she is talking about “horseshoes” in English