Second Language Acquisition: Principles and Practices
First Language Acquisition
Definition: First language acquisition is the process whereby children become speakers of their native language.
Learning a language is not just learning to read and write. You can speak, understand, and discuss in your language without reading or writing.
It is remarkable the speed at which it takes place.
Second Language Acquisition
Definition: Second language acquisition is the way in which people learn a language, different from their mother tongue, inside or outside a classroom.
In this process, the following are important:
- The opportunities learners have to hear and speak the language.
- The social conditions in which it takes place.
- The input that learners receive. Learning cannot occur without input.
- This input has to be contextualized and meaningful to be understood.
- It should be done in relaxing and friendly conditions.
Krashen’s Hypotheses
- Acquisition vs. Learning
- Monitor Hypothesis
- Natural Order Hypothesis
- Input Hypothesis
- The Affective Filter
- Critical Period Hypothesis
Acquisition vs. Learning
Acquisition: It is the process whereby children become speakers of their native language. It is an unconscious and informal process of “picking up” the language. It requires meaningful interaction.
Learning: It is a conscious and formal process of accumulating knowledge of a language.
Monitor Hypothesis
It is the device that learners use to edit and correct their language production. Learners think about what they are saying or writing. Learners self-correct and self-repair their production.
Natural Order Hypothesis
We acquire grammatical structures in a predictable natural order. Some rules are learned before others. It is independent of the learner’s age, first language, or complexity.
Input Hypothesis
Acquisition takes place when learners understand language that is one step beyond their current level of linguistic competence.
Affective Filter
Affective factors like motivation, self-confidence, and anxiety have an effect on second language acquisition. Learners will not absorb the input they receive if they feel anxious, nervous, or are not motivated.
Critical Period Hypothesis
Older learners may be able to speak the language but will lack the fluidity of younger learners. After the critical period has passed, it is very difficult to acquire another language completely.
Interlanguage
This term was coined by Larry Selinker. He stated that learners’ language contained a number of errors that have no connections with L1 or L2.
Definition: Interlanguage is a system used in SLA which contains aspects of L1 and L2 but is variable and has its own rules.
Teaching Young Learners
Children make a cognitive and affective effort to internalize both native and second languages. This effort is subconscious. They reject language that is not meaningful or authentic.
Teaching Children
Therefore:
- Language must be contextualized.
- A whole language approach is essential.
Second Language Learning in Primary Education
- Concrete Operational Stage: At this stage, children are capable of mental operations and internalized actions that fit into a logical system.
- Operational thinking allows children to combine, separate, order, and transform objects and actions.
- These operations are concrete because the objects are present.
- When teaching languages, elements and events that can be seen, heard, touched, and felt when the language is used must be present.
At this stage, children can hold several items of information at the same time. They use memory strategies. Rhymes and chants can be useful to develop memory skills.
They also love games and playing with peers. They like fantasy role-play and taking part in imaginary situations, so we should carry out game-like activities in our classrooms.
Teaching by Principles
| Cognitive Principles | Affective Principles | Linguistic Principles |
|---|---|---|
Automaticity Meaningful Learning Anticipation of Reward Intrinsic Motivation Strategic Investment | Language Ego Self-Confidence Risk-Taking Language-Culture Connection | The Native Language Effect Interlanguage Communicative Competence |
1. Automaticity
- Students absorb language automatically.
- Students move towards fluency and think less about language as they progress.
- So, don’t overwhelm students with rules.
2. Meaningful Learning
- This will lead to better long-term retention than rote learning.
- So, link new knowledge to previous knowledge.
3. The Anticipation of Reward
- Human beings are driven to act by the anticipation of some sort of reward.
- So, praise your students and encourage them to achieve long-term rewards.
4. Intrinsic Motivation
- This is the most powerful reward. When behavior emerges from needs, wants, or personal desire, no external reward is necessary.
5. Strategic Investment
- Success in second language acquisition will depend greatly on the learner’s personal investment of time, effort, and attention to the second language.
6. Language Ego
- When we learn to use a second language, we develop a new way of thinking, feeling, and acting: a second identity.
- This language ego can create a sense of fragility and inhibition within the learner.
7. Self-Confidence
- Learners need to believe that they are fully capable of accomplishing a task to be successful.
8. Risk-Taking
- Successful language learners must be willing to take risks, to attempt to produce and to interpret language that is beyond their absolute certainty.
9. The Language-Culture Connection
- When you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.
10. The Native Language Effect
- The native language of the learner has a great influence on the acquisition of the second language.
11. Interlanguage
- Interlanguage is a system used in SLA which contains aspects of L1 and L2 but is variable and has its own rules.
12. Communicative Competence
- Communicative competence is the goal of the language classroom.
- We need to focus on all its components: organizational, pragmatic, and strategic.
- Communicative goals are best achieved by giving attention to:
- Language use, not just usage.
- Fluency and not only accuracy.
- Authentic contexts.
- Students’ needs.