CHAPTER 1
PRELIMINARY
1.1 Background of Study
Unlike animals whose language is innate, humans are born without language.
Animals from the same species produce the same way of communication from birth and
the sounds they have remain the same until they die. On the other hand, babies are born
with no language but their environment shapes it. Their parents will give them their very
first language that is called mother tongue and by the time they grow up they begin to
elevate their language abilities. After they have gained their mother tongue, they
subsequently start to learn other languages in the extent of formal education or particular
needs. The acquisition of those additional languages is indeed complex yet it is possible
to be discussed.
1.2 Study Questions
1. What is second language acquisition?
2. What are the goals of second language acquisition?
3. What are the case studies of second language acquisition?
4. What are the issues of second language acquisition?
1.3 Purposes
1. Describing the definition of second language acquisition
2. Explaining the goals of second language acquisition
3. Elaborating two case studies of second language acquisition
4. Discussing the three issues of second language acquisition; Methodological issues, Issues
in the description of learners language and issues in the explanation of L2 acquisition.
CHAPTER II
DISCUSSION
2.1 Definition of Second Language Acquisition
A distinction sometimes is made between second language and foreign language
in terms of usage. According to this view, learning foreign language means learning a
language that is not generally spoken by the surrounding community while learning a
second language means learning a widely spoken language in the community. However,
second-language is the term that is used to address both situations. Yule (2010) differs
the terms between learning and acquisition (p.187). Acquisition refers to a gradual ability
enhancement in using a language naturally like native speakers. The successful
acquisition process produces fluent L2 speakers. On the other hand, learning refers to a
more conscious process of accumulating knowledge about language features e.g.
grammar, vocabulary, syntactic structure. This type of learning is typically found in an
institutional setting.
It can be defined generally that second language acquisition (SLA) is a study of
the process by which people gain their second language. Ellis (2003) insists the definition
of second language as a language that is learned subsequently to mother tongue inside or
outside classroom. It can refer to any language whether it is a foreign language or not.
SLA is also a scientific discipline which is dedicated to study the process of acquiring
language. It is one among main fields of applied linguistics that focuses on how a second
language (L2) is learned and acquired by adults. SLA studies also discuss language
acquisition mechanisms, items and environments. View of these results encourages
pedagogical approaches to teaching language.
2.2 Goals of SLA
Learners whose L2 exposure is mainly experienced through learning type tend to
develop less proficiency than those whose L2 exposure is acquisition (Yule, 2010, p.
187). The way they speak (accent) is quite distinct compared to those who learned the L2
naturally and therefore is far more to native speakers. This view tends to indicate the goal
of SLA to the complete ability development of speakers communicating in the same
accuracy as L2 native speakers, yet according to Ellis (2003), SLA has not focused on
these communicative aspects but on the formal language features that linguists
traditionally concentrated on (p.3). One instance might be the pronunciation; how
learners’ accent change continuously from time to time. Another might be the
morphology; how learners build up their vocabularies.
Ellis (2003) mentioned two goals of SLA as the description of L2 acquisition and
explanation; identifying the internal and external factors that describe why learners
acquire L2 in their own way. Social condition in which learning takes place is one of the
external factors that influence the chance of learners to use the language and the attitudes
that they have towards it. For instance, people may experience an unfriendly response or
a great welcome from native speakers of L2.
Another external factor mentioned is the input (the sample of language) received
by learners during the process of L2 acquisition. Second language learning concept is
based on a behaviourist view in which ‘input’ appears as the core driving force of
language learning (Gass & Selinker, 2008), Thus, the type of input that facilitates
learning should be considerable (p.304). We need to know what type of input which is
more beneficial for learners, the simplified or the authentic input. Yule (2010) insists that
input should be comprehensible because our brain cannot process what we do not
understand. One way to make the comprehensible input is through the simpler structure
and vocabulary (p. 192). According to this view, there are indeed possible grammatical
formulas to make the L2 learning much easier.
Aside from the external factors, inside every individual lies some internal factors
that also need to be considered. Learners possess different capabilities of acquiring L2
depending on their aptitude (cognitive capacity to learn language). L2 learners also
already have a large amount of knowledge that can help them in their L2 learning. For
instance, they have their mother tongue which can help them draw the L2 concept to
mind. As L2 learners, we sometimes compare our L1 syntactic structure with the L2
structure to ease our learning process. Third, learners also have general knowledge about
their environment which eases them to understand the L2 input. Finally, learners process
communication strategies that support them to make effective use of their L2 knowledge
(Ellis, 2003, p. 5). The goals of SLA then are to describe and explain how L2 acquisition
proceeds and why some learners appear to be better than the others.
2.3 The Case Studies
There is a time when language acquisition seems to be more successful. Yule
(2010) called this as a critical period of LA and it occurs during childhood until puberty
(p. 165). Supposed to illustrate more about this point, a friend of mine named Noura (22)
has got Germany as her mother tongue. She was born in Germany but at the same time
she also acquired Arabic that is her father’s language. When she was younger her family
immigrated from Germany to Brunei and she started to learn both English and Malay as
her second languages at school. The education curriculum supported the use of both
languages in academic matters very well. Moreover, the use of English is quite common
in the area. What I found unique in Noura’s case is that she became better at English than
other languages she has learned. She still speaks to her parents using her mother tongue at
home yet she uses English most of the time and she admits that she’s better at English.
Her English ability continuously develops both spoken and written but her fluency is the
best thing. Furthermore, her accent and accuracy sounds like a native. Beside English and
Malay, she learned Mandarin during her first year of university but I witnessed that she
struggled so much. It’s obvious that in Noura’s case age means a lot in the process of
second language acquisition. However, it is still possible for her to be successful in her
Mandarin acquisition even though age has been such a huge barrier. It is safe to say that
after the critical period of language acquisition has passed, the process of L2 acquisition
become harder, yet it is still possible.
2.3.1 A case study of an adult learner
The first study was conducted by a researcher named Scmidt. He did a study
on how Wes acquired L2 under his little formal education and very few contact
with native speakers. This study was held in a natural setting where Wes was
asked to record his speaking time to time. Schmidt focused on a small number of
grammatical features. He said that Wes had already used some of the
grammatical features with native like accuracy during the initial study. However,
Wes had not really acquired these as he began to overuse some grammatical
features like the progressive –ing he once used correctly. Apparently, he did not
have the same grammatical knowledge as native speaker. Furthermore, his
accuracy was still a little far of native speaker three years later. However, it is
wrong to label Wes a complete failure as a language learner. Even though he did
not learn much grammar, he did develop his skill on the other sides. Wes achieved
considerable success as a communicator and very effective at negotiating business
matters in English.
2.3.2 A case study of two child learners
Whereas Schmidt investigated the second language acquisition of an adult
learner in naturalistic surroundings, Ellis investigated two child learners in a
classroom setting. Those two children were almost complete beginners in
English at the initial study. This study was focused on the use of request in
English. At the beginning of the study both learners used a verbless request.
They even used gestures to illustrate what request they made. However, by the
end of study, their ability to use requests had emerged considerably. It was also
clear that their ability was limited in the aspect of politeness. Their request
seemed to be very direct while native speakers would tend to use a more indirect
way of request. In short, despite the sufficient opportunity given during the
study, the two learners were still quite far from native-like competence in their
use of request.
These two case studies of adult and child learners showed us that there are
some number of methodological issues related to how L2 acquisition should be
studied. The studies also raised issues about the description of learners’
language. Last, they showed some of the problems researchers had experienced
in their efforts of explaining L2 acquisition.
2.4 The Three Issues of Second Language Acquisition
2.4.1 Methodological Issues
One question must be explained. Schmidt analyzed the ability of Wes to
communicate in L2, the grammar of the system, the capacity to use the correct
English and to hold conversations effectively. But the target of Ellis is more
focused on SLA; it's about how the two young students were able to execute one
language functions (requests).
Another issue concerns what it means to say that a student has 'acquired'
the target language's features. Schmidt 'defines' acquisition' in terms of whether
students manifest patterns of language use that are more or less the same as native
speakers of the target language. However, this configures what students know
with what they can do. For example, Wes can be said to know how to make
plurals even though he doesn't always add -s to plural nouns.
There is another problem in determining whether students have 'acquired'
certain features. Two case studies have shown that many students use set phrases.
Learners may illustrate the use of features like goals in formulas without the
ability to create features. For example, students get the "Can I have?" pattern
from the beginning, but they have time to use the "can" for other sentences.
Nevertheless, according to other researchers, to say that they have obtained a 'can'
is not only used in one fixed expression.
The third issue in calculating the impact of' acquisition' is the use of
linguistic formulas. Schmidt states that Wes knows when to correctly use current
progressives, but also that Wes uses this form in a way not required by it. The
new progressive form with the wrong feature is also used. In comparing student
learning results with native speakers, SLA researchers acknowledge the need to
explore how the relationship between type and function.
2.4.2 Issues in the description of learners language
Both case studies describe how learners’ L2 usage changes time to time
and what this points about the nature of their L2 knowledge. One finding shows
that learners make different kinds of errors. These are errors of grammatical
omission and overuse. In addition learners also made sociolinguistic errors in the
term of politeness. Another finding is that L2 students learn a huge number of
formulaic elements that they use to perform communicative functions that are
important to them and that allow them to speak fluently. The role played by these
formulas is significant to SLA, not only in improving the performance of learners
but also in their L2 acquisition. These studies then suggest that learners acquire
L2 aspects systematically and furthermore they follow particular development
patterns with some features being acquired before others.
2.4.3 Issues in The Explanation of L2 Acquisition
L2 acquisition involves different kinds of learning. At one side, students
internalize language structure pieces such as formulas. On the other side, they also
learn rules or know that in a particular context and purpose linguistic features are
added. Apparently learners must engage in both item learning and system learning
(Ellis, 2003). When learners say ‘can I have a…?’ they are engaging in item
learning. The phrase is learned as an unpredictable whole. Once they know that
"can" is preceded by a number of verbes and that a number of functions can be
articulated, they engage in the system learning. System learning involves the
learning of grammatical rules. However, none of the learners in the two case
studies succeeded in gaining a native-speaker level of performance. They simply
need more time to learn the L2. But it is also possible that L2 learners just stop
learning unlike how children acquire language. Maybe learners are only
motivated to learn L2 in the order of satisfying their communicative needs.They
also didn't wish to use L2 as the native speaker because they didn't want to belong
to the culture of the native speaker. They thus maintained a language gap from
native speakers. It can be assumed that the native speaker's language ability is
only possible to be learned if students begin very young because their brains are
more accessible to the language in some way. These case studies then elaborate
the kinds of issues that arise in SLA.
CHAPTER III
FINALE
3.1 Summary
Second language acquisition (SLA) is a study of how people gain their second language which is
a language that they learn subsequently after their mother tongue. The goals of SLA are to
describe how L2 acquisition proceeds and to explain why some learners appear to be better than
the others.
