Unit-2-Second Language Learning Theories

Definition of Second Language Acquisition

The definition of second language acquisition and learning is learning and acquisition of a
second language once the mother tongue or first language acquisition is established. Second
language acquisition or SLA is the process of learning other languages in addition to the
native language. For instance, a child who speaks Hindi as the mother tongue starts learning
English when he starts going to school. English is learned by the process of second language
acquisition. In fact, a young child can learn a second language faster than an adult can learn
the same language.
Language acquisition vs. language learning
There is an important distinction made by linguists between language acquisition and
language learning. Children acquire language through a subconscious process during which
they are unaware of grammatical rules. This is similar to the way they acquire their first
language. They get a feel for what is and what isn’t correct. In order to acquire language, the
learner needs a source of natural communication. The emphasis is on the text of the
communication and not on the form. Young students who are in the process of acquiring
English get plenty of “on the job” practice. They readily acquire the language to
communicate with classmates.
Language learning, on the other hand, is not communicative. It is the result of direct
instruction in the rules of language. And it certainly is not an age-appropriate activity for your
young learners. In language learning, students have conscious knowledge of the new
language and can talk about that knowledge. They can fill in the blanks on a grammar page.
Research has shown, however, that knowing grammar rules does not necessarily result in
good speaking or writing. A student who has memorized the rules of the language may be
able to succeed on a standardized test of English language but may not be able to speak or
write correctly.
Second Language Acquisition
Language is the method of expressing ideas and emotions in the form of signs and symbols.
These signs and symbols are used to encode and decode the information. There are many
languages spoken in the world. The first language learned by a baby is his or her mother
tongue. It is the language, which he or she listens to from his or her birth. Any other language
learned or acquired is known as the second language.
Second Language Acquisition and Learning
Though most scholars use the terms “language learning" and “language acquisition"
interchangeably, actually these terms differ. Language learning refers to the formal learning
of a language in the classroom. On the other hand, language acquisition means acquiring the
language with little or no formal training or learning.
If you go to a foreign land where people speak a different language from your native
language, you need to acquire that foreign language. It can be done with little formal learning
of the language through your every day interaction with the native peoples in the market
place, work place, parks or anywhere else. This is true for learning spoken language.
Ways to introduce the second language
A second language can be acquired at any time after a child has developed language skills. A
second language is often called the target language while the native language is known as
"L1."
The second language can be introduced in following ways -
• introduced by speakers of the second language
• introduced as a second language that is part of the curriculum at school
Teaching Second Language
There are several things to consideration when teaching a second language. These factors
may include the language spoken at home, the willingness of the learner, the reason to learn
the second language (i.e., learning at school, for work, to talk to friends or others).
Though all the students of second language acquisition go through the same stages of
learning, the period of learning varies. Students can learn better by responding to pictures and
visuals. Attention to listening comprehension and building a receptive and active vocabulary
is essential.

Differences between L1 and L2 acquisition

A great deal of what is called 'Communicative Language Teaching' is based on what is
essentially a 'nativist' view of second language (L2) acquisition. A 'nativist' view assumes –
consciously or unconsciously – that somehow L2 learning can and should be like learning our
native language (L1). This is wishful thinking and is based on a profound misconception
about the nature of L2 learning - just as it is a misconception about how L1 acquisition
occurs. The best way to explore the differences between the two processes is to view them
side-by-side – in parallel, as below.
L1 ACQUISITION
 1. L1 acquisition is genetically triggered at the most critical stage of the child's cognitive
development.
2. The 'engine' of language – its syntactic system – is 'informationally encapsulated' –
which means that children are not even aware of developing a complex, rule-
governed, hierarchical system. Most L1 speakers do not even realise this is what they
are using.
3. The L1 is typically acquired at the crucial period of cognitive development; pre-
puberty, when L1 and other crucial life-skills are also acquired or learned.
4. Children never resist L1 acquisition, any more than they resist learning to walk.
5. Given even minimal 'input' during critical pre-pubescent development, all humans
acquire the L1 of the society or social group they are born into as a natural and
essential part of their lives. Even brain-damaged and/or retarded children usually
acquire the full grammatical code of the language of their society or social group.
6. In short, L1 acquisition is an essential, biologically–driven process. It is part of every
individual's evolutionary history and development in the most critical stage of that
individual's acquisition of essential life-skills.
L2 LEARNING
1. L2 learning is not genetically triggered in any way unless the child grows up bi-
lingually (in which case, it is not really L2 learning at all).
2. The syntax of the L2 is not acquired unconsciously , or at least not in the way L1
syntax is acquired. Few L2 learners develop the same degree of unconscious, rule-
governed insight into and use of the L2 which they demonstrate with the L1.
3. The L2 is not learned as part of the learner's general cognitive development. It is not
an essential life-skill in the same way that the L1 is.
4. There is often great conscious or unconscious resistance to L2 learning.
5. Many highly intelligent individuals with impressive learning skills often have great
problems learning an L2. Many L2 learners 'fossilise' at some stage, so that even if
they use the L2 regularly, and are constantly exposed to input in it, they fail to
develop full grammatical or 'generative' competence.
6. L2 learning is not a biologically-driven process. It is not an essential aspect of an
individual's general development. especially when the L2 is simply another subject on
an already overloaded school curriculum or something that has to be undertaken by
people with busy lives and heavy work-loads.