1. Second language acquisition refers to learning additional languages beyond a person's first language. It can occur in both children and adults.
2. There are differences between foreign language learning, which occurs in a community that does not speak the target language, versus second language learning, which takes place in a community where the target language is spoken.
3. Language acquisition occurs subconsciously through exposure and natural environments, resulting in better fluency, while language learning is a more conscious process typically involving formal instruction of rules which results in more knowledge about the language.
2. LanguageAcquisition
Language acquisition is the study of the processes
through which humans acquire language.
By itself, language acquisition refers to first language
acquisition, which studies infants' acquisition of their
native language, when you are still in infinite 3, 4, or 5
years of age.
whereas second language acquisition is referring to the
ability to quire a additional language beyond the first
language. It deals with acquisition of additional languages
in both children and adults.
3. Second language learning
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The distinction between
‘Foreign Language Learning’: “learning the
language that is not generally spoken in the
surrounding community.”
E.g. a Pakistani student learning Chinese in
Pakistan.
‘Second Language Learning’: “learning a
language that is spoken in the outside
community.”
E.g. a Pakistani student leaning Chinese in China
4. Acquisition&
Learnin
g
Learning: based on being
taught by a teacher (e.g.) Math,
pronunciation, vocabulary and
grammar, typically in an
intentional setting.
It is a conscious process
Language learning requires a
formal knowledge of explicit
rules
Results in more knowledge
about the language than fluency.
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Acquisition: when you learn
a language naturally by the
expose in a nature studying
natural environment than
you acquire a language.
it is a subconscious process
It occurs very naturally in a
non-threatening environment
Results in better fluency in
social interaction
5. Acquisition barriers
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Why learning L2 is fundamentally different than L1?
Interaction not constant
Already have a language for communication
Many adult learners manage to learn L2 effectively- they
do not sound like native speakers
Joseph Conrad (1851-1924) in renaissance age who wrote
novels in English that became classics of English literature,
but whose English speech retained the strong Polish accent of
his L1
6. Affectivefactors
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There are other types of acquisition barriers
negative experience that might affect language
learning
Embarrassment/ Unwillingness- e.g. being
ashamed of his/her accent
Lack of empathy with the other culture.
Dull textbooks, classrooms environment, etc.
Children may overcome such factors quickly.
7. Focuson method
Educational approaches to L2 learning- how
L2 might best be learned
The grammar-translation method
The audio-lingual method
Communicative approaches
Focus On
Methods
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8. The Grammar-Translation
Method
Treating L2 as an academic subject.
The most traditional approach
Vocabulary lists and sets of grammar rules
Memorization is encouraged
Written rather than spoken language.
Criticism: does not focus on how the
language is used in everyday conversation.
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9. TheAudio-lingual
Method
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It is a method of foreign language teaching
which emphasizes the teaching of listening
and speaking before reading and writing
Emphasizes spoken language
The use of language is a ‘habit’ that needs a
lot of practice.
Criticism: boring + not a natural setting,
short-term effectiveness
10. Communicative
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approaches
Emphasizes the ability to communicate the
meaning of the message, instead of
concentrating on grammatical perfection.
Learners encouraged to take risks
Errors are inevitable, they are learning steps.
Criticism: Lack of accuracy due to focus on
fluency
11. More concerned with the learner and nature of
the acquisition process.
Shifted to how L2 learning takes place-
examining the learners errors
E.g. a Spanish person might say in the room there
are three womens
Indicates active learning progress in coping with the
new language
Focus on Learner
12. Language
Transfer
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Transfer typically refer to the learner trying to apply rules
and forms of the first language into second language.
2 types:
Positive Transfer
Negative Transfer
Positive: the use of a feature from L1 that is similar to
the L2 performing in theL2
Urdu: Adj + Noun
English: Adj + Noun
Beautiful girl
Transfer
13. False Friends: words in different languages that sound similar, but
which have a very different meanings
E.g. In German, a gift is not quite as pleasant as in English – it means
poison!
In Romanian, crap means carp, which is a type of commonly eaten fish.
but in English, it means solid waste or bad quality/ not in use
Grammatical Negative Transfer: transferring an L1 feature that is really
different from the L2
Urdu: Art + Adj + Noun + Aux
English: Art +Aux +Adj + Noun
She is beautiful girl
Transfer
14. Interlanguage
Interlanguage is the type of language produced by
second and foreign language learners who are in
the process of learning a language.
E.g. Spanish learner= She name is Maria not used by adult
speakers of English, does not occur in in English L1
acquisition by children, in the based on a structure in his
L1
When interlanguage stops developing to a more
accurate L2 features, it is said‘fossilized’.
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15. Fossilization
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Fossilization refers to the process in which
incorrect language becomes a habit and cannot
easily be corrected.
Many advanced level learners who have Spanish
as an L1 do not distinguish between ‘he' and ‘she'.
This could be a fossilized error.
Some people use ladies word for a single lady
‘fossilization’= foreign accent.
16. Motivation
It is considered to be an internal process that gives
behaviour energy, direction and persistence in
research (in other words, it gives behaviour
strength, purpose, and sustainability)
Very important in language learning.
The learner who is willing to guess, risks making
mistakes, and tries to communicate in the L2 is
better than one dwelling on errors, corrections and
a failure to be perfectly accurate
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17. Typesof
Motivation
Integrative
Learners want to learn L2 for social purposes; to
become accepted, to integrate and identify with
the target language
E.g. To become an accepted member in a
community
Instrumental
Learners wants to L2 to achieve a practical goals
E.g. To join a graduate school / University
Find a better job 17
Instrumental Integrative
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Input&output
The term input is used, as in L1 acquisition to describe the
language that the learner is exposed to.
Can be made a comprehensibly being simpler in structure and
vocabulary as a foreigner talk
E.g. native speaker of English may try to ask an
international student English class, you like it? Instead of
How are getting on in your studies?
Negotiated input in L2 material that the learner can acquire in
interaction through requests for clarification while active
attention is being focussed on what is said
NS: Like Part of a triangle
NNS: What is triangle?
NS: a triangle is a shape um it has three sides
NNS: a peak?
19. Exampleof Input
&Output
NS: three straight sides
NNS: a peak?
NS: yes it does look like a mountain peak, yes
NNS: only line only line?
NS: okay two of them, right? one on each side? a line on each side?
NNS: yes
NS: little lines on each side?
NNS: yes
NS: like a mountain?
NNS: yes
Output: The opportunity to produce comprehensible output
in meaningful interaction seems to be another important
elements in a learning development of L2 ability, yet it is
one of the most difficult thing o provide in large L2 class
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20. Competence
Competence= the general ability to use
language accurately, flexibly, and
appropriately
Grammatical competence
Sociolinguistic competence
Strategic competence
Competence
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21. Communicative
competence
Grammatical competence
ability to recognize and produce
the distinctive grammatical
structures of a language and to
use them effectively in
communication.
how to use the grammar,
syntax, and vocabulary of a
language.
What words do I use?
How do I put them into
phrases and sentences?
Sociolinguistic
competence
how to use and respond to
language appropriately,
given the setting, the topic,
and the relationships
among the people
communicating.
It enable learner to know
when to say can I have
some water? Verses give
me some water ! according
to the social context 21
Communicative
Competence
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Communicative
competence
Strategic competence
This is the ability to organize a massage effectively to
compensate through strategies for any difficulties
In L2 use, learners inevitably experience moments when there
is a gap between communicative intent and their ability to
express that intent
Some learners may just stop talking (bad idea) where other will
try to express themselves using a communication strategy
(good idea)
Duchess L1 speaker wanted to refer to een hoefijzer in English. But
did not know the English word. So, she use a communication
strategy. She referred to the things that horse wear under their feet,
the iron things and the listener understood what she meant
(Horseshoe).
Communicative
Competence
23. AppliedLinguistics
Investigate the complex nature of L2 learning, we
have to appeal to ideas not only from linguistic
analysis, but from other fields such as
communication studies, education, psychology
and sociology.
Deals with all other practical issues (e.g. teaching
methods, designing lesson plan etc).
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