Second Language Acquisition
Watch second Part (15 minutes) of VIDEO SESSION # 3 – First and Second Language Acquisition: https://youtu.be/ZqDt2isALig
Second language acquisition is the process by which people learn languages in addition to their native language The term second language is used to describe any language whose acquisition starts after early childhood (including what may be the third or subsequent language learned). The language to be learned is often referred to as the "target language" or "L2", compared to the first language, "L1". Second language acquisition may be abbreviated "SLA", or L2A, for "L2 acquisition".
Much of Second Language Learning centers on issues of the nature of learnability. Whereas it is understood that first language acquisition is somewhat a mystery and relies mostly on innate universal principles of constraints and assumptions, second language learning seems to rely more on cognitive mechanism in order to fashion general problem solving learning strategies to cope with the material. This difference between First Language ‘Acquisition’ and Second Language ‘Learning’ has been recently articulated as a Fundamental Difference Hypothesis. It goes without saying that children acquire their first language naturally. Adults (post-critical period) do not acquire their second language naturally, as a number of fundamental differences appear in their rationale towards learning. Attempts to juxtapose what we do know about first language development, parameter settings, syntactic-categorical development (Lexical vs. Functional), etc. and comparing and contrasting these to second language have spawned new theoretical models, approaches and theories which seek to address new issues in TESL pedagogy.
Most learners begin their acquisition process with a "silent period," in which they speak very little if at all. This is a period of language shock, in which the learner actively rejects the incomprehensible input of the new language. However, many "silent" learners are engaging in private speech (sometimes called "self-talk"). While appearing silent, they are rehearsing important survival phrases and lexical chunks. These memorized phrases are then employed in the subsequent period of formulaic speech. Whether by choice or compulsion, other learners have no silent period and pass directly to formulaic speech. It eventually gives way to a more experimental phase of acquisition, in which the semantics and grammar of the target language are simplified and the learners begin to construct a true interlanguage.
Before we go any further click here and read “Stages of Second Language Acquisition” by Judie Haynes.
When you have completed reading the article, click on the icon at the left to match the behaviors with the corresponding stages of language development.
Week 2 Assignment Part B: Based on the article, what are some of the factors that affect second language acquisition? What are the implications of these factors on classroom instruction?
Add your response to the word-processed document you saved from the Week 2 Assignment Part A.
