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SECOND LANGUAGE ACQUISITION
Article in Jurnal Ilmiah Peuradeun · July 2020
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SECOND LANGUAGE ACQUISITION
Full name:
Israel Eduardo Castro Magayanes
2019-10
Date:
28/06/2020
1
INDEX
ASSIGNMENT: SECOND LANGUAGE ACQUISITION ......¡Error! Marcador no definido.
COVER................................................................................¡Error! Marcador no definido.
INDEX............................................................................................................................... 2
1. INTRODUCTION ....................................................................................................... 3
2. THE L1 ROLE IN THE LEARNING OF L2 ................................................................. 3
3. PSYCHOLINGUISTIC ASPECTS ............................................................................... 4
3.1. INTERLANGUAGE. ............................................................................................... 4
3.3. L1 TRANSFER........................................................................................................ 5
3.4. MONITOR MODEL. ............................................................................................... 5
4. SOCIOLINGUISTIC ASPECTS................................................................................... 6
5. DISCURSIVE ASPECTS............................................................................................. 6
References. ......................................................................................................................... 9
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1. INTRODUCTION
In this essay, it will be presented some of the most relevant aspects about second language
acquisition, and also it will be analyzed why do most foreign language learners do not achieve
native-like competence in the foreign language? Besides, it will be mentioned which may be the
causes of this difficult situation in order to achieve a successful communicative competence.
In another hand, different theories will be considered to bring responses to the purpose of th is
essay, that is based on psycholinguistic, sociolinguistic and discourse aspects. Th u s, it will be
explained some hypothesis and difficulties that peoples who want to learn L2 might face.
In addition, it will be mentioned that the internal and external factors play an important role o n
language learning process. Also, it will be taken into a count as the identification patterns of
language use depending on social context, genres and setting.
Finally, these three aspects will be reviewed minutely considering factors that have been
established on researches by several linguists, who have dedicated their lives to give responses
of the why a non-native learner can or cannot perform in the L2 as accurately as a native
speaker.
2. THE L1 ROLE IN THE LEARNING OF L2
In this first part, it is reviewing the main theories on L1 acquisition. It is crucial to mention the
following, every child manages to learn L1 naturally way, unless unfortunate enough to suffer
from some disability. It means that the acquisition is almost miraculous process occurs in
humans.
In the words of (Chomsky; cited in Funiber, 2019) “kids come into this world very sp ecific
innate knowledge of the nature of the language of the world”. It also could be understood as a
biological function in them.
Besides, according to nativist theory language acquisition is innately determined, that “children
are born with a built-in device of some kind that predisposes them to language acquisition”
(Arzamendi, Palacios, & Ball, 2019) It means, that children are constantly forming hypotheses
on basis of linguistic information received, and then evaluating these hypotheses in speaking
and comprehension.
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The transfer will be analyzed in this part since it is fundamental to understand that when there
is proactive inhibition, many errors could be the result, but on the contrary, the transfer will be
necessary when the L1 and L2 habits are the same. Thus, differences between L1 and L2 create
learning difficulties, while the similarities between both languages permit quick and easy
learning.
According to (Dulay, Burt, & Krashen, 1982) taxonomy of learner errors might be other
factors that inferring in students’ competence process; these aspects like omissions, additions,
misinformation, and misorderings will be reflected in each moment in learners who having
acknowledgement of grammar, vocabulary, word order, spelling, etc. Furthermore, they are not
the unique factors and they are not the most important, since there are situations as ignorance
of the phonology, morphology, and syntax in L1, and without doubt, it may be another crucial
factor in students’ problems to achieve a native competence.
3. PSYCHOLINGUISTIC ASPECTS
3.1. INTERLANGUAGE.
Interlanguage is a theory adopted by (Selinker, 1972; as cited in Funiber, 2019) and that it is
closely involved with cognitive theories of foreign languages acquisition. Besides, it has shown
two notions that can be analyzed following “structured system” and “built-in syllabus” f irst, it
has referred that student is who could be the owner builder of knowledge at any stage of his life,
and the other one it has indicated that learner has incorporated inside a mental grammar that
allows him to improve second language acquisition taking into account idiosyncratic, dialects
and transitional competence (Corder, 1971; as cited in Funiber, 2019).
3.2. UNIVERSAL GRAMMAR.
UG is a term that has been proposed by Noam Chomsky in (Chomsky, 1965; & Maza, 2011)
and it has claimed that every individual knows a set of principles which will help to understand
other languages in a fairly easy way. Furthermore, a set of parameters that in many languages
follow the same pattern. For instance, this grammatical structure is general for many languages
to build a sentences subject, verb, and complement. However, it doesn't mean that it is the most
important, although it might help in a positive way in learners’ language acquisition.
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3.3. L1 TRANSFER.
First language transfer has been discussed from many different perspectives. In this case, it will
be tried to identify the characteristics of this theory. Thus, it will start mentioning that general
structures used in by students might be extremely influential to the comprehension of an other
language, also the transfer is positive as long as L1 learning facilities are significantly provided
by the environment, parents, family, friends, community, teachers etc. however, it does not
mean that there will exist a perfect communicative competence in learners.
On the other hand, according to (Selinker, 1972; as cited in Funiber, 2019) has considered that
individuals, unless they have suffered damage to their brain which may produce language
disorder such as speech impediments, normally succeed in gaining a command of the language
after a certain period of time. However, the difficulties will depend in learners’ demotivation.
It could be concluded that L1 transfer is a hard process and to achieve a good competence it will
depend of many factors as time, age, practice, environment, culture, etc.
3.4. MONITOR MODEL.
In this part, it will be taken into account Krashen’s hypotheses according to related with f irst
language acquisition and second language acquisition. He has considered bringing responses as
well analyzed. It had proposed asseverations to go reasons supported in L1 an d L2 learning
process, basis on psycholinguistic aspects.
In this model plays a central role in the acquisition, natural order, monitor hypotheses, input,
and affective filter hypotheses. The first has been focused that the ability to demonstrate resu lt
communicative depends on two factors, communication occurs of natural way, and the second
occurs as a result of the formal aspects of language.
The natural order hypothesis means that learners develop communication with formal aspects as
time goes by. Thus, grammar structures are acquired in a predictable order.
On the other hand, mastering a language also depends on condition like sufficient time, the
focus must be no on form and not on meaning; and the user must know the rule these
considerations are fairly essential in the learning process (Krashen, 1981; as cited in Funiber,
2019)
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When learners develop communicative competence formally, it means that they have acquired a
considerable domain of language and it might be determined by implication of a good
development of input activities. Furthermore, affective filter factor is another aspect that
inferring in FLA and SLA. This consideration has been focused on motivation and self-
confident, these terms have been associated with psycholinguistic aspects and their influence in
the acquisition.
4. SOCIOLINGUISTIC ASPECTS
In general explanation, it will be taken into consideration accommodation theory, acculturation ,
and social identity. Firstly, multilingual environments are related with successful language
acquisition, in words of (Giles and Bryne, 1982; as cited in Funiber, 2019) the “ingro up ” and
“outgroup” are aspects which allow learners to achieve the communicative competence because
social factor plays a crucial role in FLA and SLA.
Secondly, accommodation theory also refers to learners’ motivation and how it is a main
consideration of L2 proficiency. Besides, there are series key variables that are taken into
account in this aspect like identification in a group, inter-ethnic, ethnolinguistic vitality, in
group boundaries, identification with other social categories have been considered in the
acquisition. Finally, it seems to be a meaningless situation; however, intercultural and social
relationship are extremely important factors in the acquisition of a mother tongue or a second
language. However, acculturation is a negative sociolinguistic aspect since the distance between
the learner and target language culture imply a bad consideration toward language practice.
5. DISCURSIVE ASPECTS
5.1. INPUT
In the field of language acquisition have play a key paper, and it has referred that the lan guage
can be developed in an effective way only when the input the learner is comprehensible.
Besides, the input may vary according to how it is transmitted either naturally or formally.
5.2. INTERACTION
In this case, when the student acquires a second language the main factors are the result of
interaction between the mental process and the linguistic environment. It means that learners’
acquisition depends on the nature input and how it is processed. Also, when a student has
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received important data in a period, it permits that exists a construct and negotiation effective in
the language.
On other hand, “interaction consists of the discourse jointly constructed by the learner and the
interlocutor” (Arzamendi, Palacios, & Ball, 2019) it is very clear to interpret that interaction is a
fairly relevant factor in language acquisition.
To cite an example of how the interaction works in the acquisition process. It will take into
account two input activities to identify successful in students’ learning. These tasks consist in to
ask students read a news article of a local newspaper, In the first pair activity, learners will have
to find the main ideas and write them on a piece of paper. In the second task, learners will have
to listen to breaking news then they will have to mention what the news was talking about. In
these activities might reveal the following results, in learners that participated in the first one
was interacting much more than those learners in the second one, it may be concluded that when
they were developing listening activity, they didn't have enough interaction with their partners.
5.3. LANGUAGE INSTRUCTION
Following, it will be necessary to analyze this controversial topic and to mention if it plays an
important role in the learning of second language acquisition and its implications. Besides, it
will be considered various aspects as social, environment, and formal instruction.
Nowadays, teachers consider that learners acquire competence in a formal instruction because
they say that is essential in the learning process, Although this is a good point in the SLA, it
should be noted that it is not entirely relevant, since several studies have revealed that it can be
effective, but that the aspect of communicative competence could be affected.
According to (Krashen, 1982; Stevick, 1980; Tarone, 1983; & Bialystok, 1982; as cited in
Funiber, 2019). They have distinguished between “acquired” and “learned” and he argued th at
they were independent. Since formal instruction is very necessary but in the natural route seem
to be affected and it causes different problems in the speaking development, practice, behaviour
etc.
6. CONCLUSION
To conclude this essay, it must take into account that the SLA will depend on a long process of
practice where psycholinguistic, sociolinguistic, and discursive aspects must be considered by
teachers since success will depend on the consideration of those aspects and its characteristics
such as the immersion of input and output activities. Besides, a high percentage the interaction
7
in the teaching-learning process between learner will allow better communication . Finally, it
might be stated that an appropriate vocabulary uses according to the level of students , it will
allow a high indicator of success. Furthermore, it could be said that all these factors have been a
detonating part of the failure of an individual to achieve native competence.
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References.
Arzamendi, J., Palacios , I., & Ball, P. (2019). Nativist Theory. In J. Arzamendi, Second
Language Acquisition (p. 22). Barcelona: Funiber .
Arzamendi, J; Palacios , I; Ball, P. (2019). Input and Interaction. In Funiber, Second Language
Acquisition (p. 40). Barcelona: Funiber.
Chomsky, 1965; & Maza. (2011, January 05). ResearchGate. Retrieved from
https://www.researchgate.net/publication/227433205_IS_IT_POSSIBLE_TO_ACHIEV
E_NATIVE-LIKE_COMPETENCE_IN_SECOND_LANGUAGE_ACQUISITION
Chomsky; cited in Funiber. (2019). Nativist/Mentalist?Cognitive Theories . In D. I. Dr. Jesus
Arzamendi, Second Language Acquisition (p. 22). Barcelona: FUNIBER.
Corder, 1971; as cited in Funiber. (2019). Interlenguage . In Finiber, Second language
Acquisition (p. 26). Barxcelona : Funiber .
Dulay, Burt , & Krashen . (1982). Contractive and Error Analysis . In Funiber, Second
Language Aquisition (p. 25). Barcelona : Funiber .
Giles and Bryne, 1982; as cited in Funiber. (2019). Acommodation theory. In P. a. Arzamendi,
Second Language Aquisition (p. 52). Barcelona: Funiber.
Krashen, 1981; as cited in Funiber. (2019). The monitor model. In P. a. Ar zamdi, Second
Language Acquisition (p. 57). Barcelona: Funiber .
Krashen, 1982; Stevick, 1980; Tarone, 1983; & Bialystok, 1982; as cited in Funiber. (2019).
The role of formal instruction in the learning of a second language . In Funiber, Second
Language Acquisition (p. 42). Barcelona: Funiber.
Selinker, 1972; as cited in Funiber. (2019). Interlenguage. In Funiber, Second Language
Acquisition (p. 26). Barcelona: Funiber.
Selinker, 1972; as cited in Funiber. (2019). L1 Acquisition and L2 Leraning Compared . In
Funiber, Second Language Acquisition (p. 29). Barcelona: Funiber .
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