Second Language Acquisition (SLA): A term that refers both to the
study of individuals and groups who are learning a language
subsequent to learning their first one as young children, and to the process of learning that language. second language (L2): In its general sense, this term refers to any language that is acquired after the first language has been established. In its specific sense, this term typically refers to an additional language which is learned within a context where it is societally dominant and needed for education, employment, and other basic purposes. The more specific sense contrasts with foreign language, library language, auxiliary language, and language for specific purposes . foreign language: A second language that is not widely used in the learners immediate social context, but rather one that might be used for future travel or other cross-cultural communication situations, or one that might be studied as a curricular requirement or elective in school with no immediate or necessary practical application. language for specific purposes: Restricted or highly specialized second languages, such as French for Hotel Management or English for Academic Purposes (EAP) . first language/native language/mother tongue (L1): A language that is acquired naturally in early childhood, usually because it is the primary language of a childs family. A child who grows up in a multilingual setting may have more than one first language. formal L2 learning: Instructed learning that takes place in classrooms. informal L2 learning: SLA that takes place in naturalistic contexts. simultaneous multilingualism: Ability to use more than one language that were acquired during early childhood.
What can be the motivation behind learning second languages?
Invasion or conquest of ones country by speakers of another language A need or desire to contact speakers of other languages in economic or other specific domains Immigration to a country where use of a language other than ones L1 is required Adoption of religious beliefs and practices which involve use of another language A need or desire to pursue educational experiences where access requires proficiency in another language A desire for occupational or social advancement which is furthered by knowledge of another language An interest in knowing more about peoples of other cultures and having access to their technologies or literatures. (Crystal 1997b )
The role of natural ability
Humans are born with a natural ability or innate capacity to learn language. Such a predisposition must be assumed in order to explain several facts: Children begin to learn their L1 at the same age, and in much the same way, whether it is English, Bengali, Korean, Swahili, or any other language in the world. Children master the basic phonological and grammatical operations in their L1 by the age of about five or six, as noted above, regardless of what the language is. Children can understand and create novel utterances; they are not limited to repeating what they have heard, and indeed the utterances that children produce are often systematically different from those of the adults around them. There is a cut-off age for L1 acquisition, beyond which it can never be complete. Acquisition of L1 is not simply a facet of general intelligence.
innate capacity: A natural ability, usually referring to childrens natural
ability to learn or acquire language. Cut-off age/point: There is a cut-off age for L1 acquisition, beyond which it can never be complete. The cut-off point for L1 acquisition means
that normal development does not occur if the process does not begin in childhood.
Interlanguage (IL): Intermediate states or interim grammars of learner
language as it moves toward the target L2. positive transfer: Appropriate incorporation of an L1 structure or rule in L2 structure. when an L1 structure or rule is used in an L2 utterance and that use is appropriate or correct in the L2; and negative transfer: Inappropriate influence of an L1 structure or rule on L2 use. Also called interference. when an L1 structure or rule is used in an L2 utterance and that use is inappropriate and considered an error.
fossilization: A stable state in SLA where learners cease their
interlanguage development before they reach target norms despite continuing L2 input and passage of time. logical problem of language acquisition: The question of how children achieve the final state of L1 development with ease and success when the linguistic system is very complex and their cognitive ability is not fully developed.
The notion that innate linguistic knowledge must underlie language
acquisition was prominently espoused by Noam Chomsky ( 1957 , 1965 ), who subsequently formulated a theory of Universal Grammar which has been very influential in SLA theory and research. This view has been supported by arguments such as the following:
Childrens knowledge of language goes beyond what could be
learned from the input they receive Constraints and principles cannot be learned Universal patterns of development cannot be explained by languagespecific input
Behaviorism: The most influential cognitive framework applied to
language learning in the 1950s. It claims that learning is the result of habit formation. Transformational-Generative Grammar: The first linguistic framework with an internal focus which revolutionized linguistic theory and had a profound effect on both the study of first and second languages. Chomsky argued effectively that the behaviorist theory of language acquisition is wrong because it cannot explain the creative aspects of linguistic ability. Instead, humans must have some innate capacity for language. Principles and Parameters (model): The internally focused linguistic framework that followed Chomskys Transformational-Generative Grammar . It revised specifications of what constitutes innate capacity to include more abstract notions of general principles and constraints common to human language as part of a Universal Grammar. Minimalist Program: The internally focused linguistic framework that follows Chomskys Principles and Parameters model. This framework adds distinctions between lexical and functional category development, as well as more emphasis on the acquisition of feature specification as a part of lexical knowledge. Functionalism: A linguistic framework with an external focus that dates back to the early twentieth century and has its roots in the Prague School of Eastern Europe. It emphasizes the information content of utterances
and considers language primarily as a system of communication.
Functionalist approaches have largely dominated European study of SLA and are widely followed elsewhere in the world.
Processability (theory): A reorientation of the Multidimensional
Model that extends its concepts of learning and applies them to teaching second languages, with the goal of determining and explaining the sequences in which processing skills develop in relation to language learning. Connectionism: A cognitive framework for explaining learning processes, beginning in the 1980s and becoming increasingly influential. It assumes that SLA results from increasing strength of associations between stimuli and responses.
What is it that we learn when we learn a language?
lexicon (vocabulary ) The component of language that is concerned with words and their meanings. word meaning pronunciation (and spelling for written languages) grammatical category (part of speech) possible occurrence in combination with other words and in idioms phonology (sound system) The sound systems of different languages and the study of such systems generally. speech sounds that make a difference in meaning ( phonemes ) possible sequences of consonants and vowels (syllable structure) intonation patterns (stress, pitch, and duration), and perhaps tone in words rhythmic patterns (pauses and stops) morphology (word structure) The composition of words in different languages and the study of such systems generally. parts of words that have meaning ( morphemes ) inflections that carry grammatical information (like number or tense) prefixes and suffixes that may be added to change the meaning of words or their grammatical category syntax (grammar) The linguistic system of grammatical relationships of words within sentences, such as ordering and agreement. word order agreement between sentence elements (as number agreement between subject and verb) ways to form questions, to negate assertions, and to focus or structure information within sentences nonverbal structures (with conventional, language-specific meaning) facial expressions spatial orientation and position gestures and other body movement discourse The linguistic unit which is larger than a single sentence and involves ways of connecting sentences, organizing information across sentence boundaries, and structuring storytelling, conversation, and interaction in general. ways to connect sentences, and to organize information across sentence boundaries structures for telling stories, engaging in conversations, etc. scripts for interacting and for events
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