Second Language Acquisition: Exploring Linguistics and Learning Processes
Unit 1: Applying Linguistics and Second Language Acquisition (SLA)
Applied Linguistics
Applied Linguistics (AL) is the scientific study that draws insights from linguistics and related language sciences to develop methodologies for solving language-related problems. It involves applying linguistic theories, descriptions, and methods to address language challenges in various human, cultural, and social contexts.
Second Language Acquisition (SLA)
SLA, a significant area within AL, focuses on theories explaining how non-native languages are acquired and conducts empirical studies on various aspects of second language learning, including grammar, vocabulary, motivation, age, and interaction.
Second Language vs. Foreign Language
The distinction between second language and foreign language lies in the language’s role within the community. A second language, like English in the United States or Nigeria, has an institutional and social presence. In contrast, a foreign language, such as English in France or Japan, is primarily learned in classrooms and has no major role in the community.
Diversity in SLA: Learners’ Linguistic Background
The SLA process and outcomes can vary depending on factors such as the typological similarity between the target language (TL) and the learner’s first language (L1), as well as whether the learner is monolingual, bilingual, or multilingual.
Diversity in SLA: Simultaneous vs. Consecutive Acquisition
Consecutive acquisition refers to learning a second language after acquiring the first language. Simultaneous acquisition, also known as early second language acquisition, involves learning two languages concurrently (Lx + Ly).
Critical Period Hypothesis (CPH)
The CPH proposes that there is a critical period for language acquisition. The strong version suggests a complete loss of native-like language acquisition ability after a certain age, while the weak version (Sensitive Period) posits a diminishing capacity. The exact age limit for this period is debated, with suggestions ranging from puberty (brain lateralization) to age 6 (complete L1 phonetic category acquisition). Different interpretations of the CPH exist, including the possibility of achieving native-like proficiency, increased effort required for successful learning, and changes in underlying learning mechanisms after the critical period.
Research indicates that the age of first exposure to the target language can significantly influence the level of TL competence and native-likeness achieved.
Diversity in SLA: Amount of Exposure
Generally, there is a direct correlation between proficiency and exposure: more exposure leads to greater efficiency in language learning. However, the acquisition rate may differ for various language aspects. The incorporation of new L2 features can sometimes affect previously acquired aspects, leading to a drawing-back or attrition process.
The distinction between formal and natural acquisition environments significantly impacts language learning:
- Naturalistic SLA: Language learning occurs through communication in naturally occurring social situations.
- Instructed SLA: Language learning takes place through structured study, often with guidance from books or classroom instruction.
The formal-natural distinction is not a dichotomy but a continuum. Understanding the learner’s position on this continuum (natural, formal + natural exposure, formal but natural methodology, formal) is crucial.
The type of exposure interacts with the amount of exposure and age, playing a critical role in language acquisition.
Communicative Competence vs. Performance
Competence refers to the mental representation of linguistic rules that form the speaker-hearer’s internal grammar. This implicit grammar is evident in intuitions about sentence grammaticality.
Performance involves using this grammar to comprehend and produce language.
Communicative competence encompasses knowledge of appropriate (pragmatic) and correct (linguistic) language behavior, as well as effective language use for specific communicative goals.
Communicative performance is the actual application of this knowledge in understanding and producing discourse.
Usage vs. Use
Usage reflects the extent to which a language user demonstrates knowledge of linguistic rules, focusing on mastery of formal properties in phonology, lexicon, and grammar.
Use demonstrates the ability to apply linguistic knowledge for effective communication. Studying use involves examining how learners convey meaning through discourse construction, including pragmatic aspects like performing speech acts (e.g., requests, apologies).