Second Language Adquisition Theory

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Children learn the language from various methods either watching televisions or observing the communications around them. It is practical for Tom’s parents to teach Tom how to speak his native language. Tom can also learn language through observation, such as reading books and watching videos designed for children. From the Speaking and Hearing Science lessons, I learned that there are various factors being responsible for child’s language development such as biological preprogramming and environmental stimulation. According to BF Skinner (1957), “language is acquired through modeling and reinforcement”. [ ] While according to Noam Chomsky ( ), “the language acquisition is due to biology and thus innate to human beings”. [ ] So, Tom is supposed

Language is one of the greatest gifts that is given to children. But we so often treat our verbal communication with children in a casual way. Sometimes like it doesn’t matter. Language acquisition is a product of active, repetitive, and complex learning.

There are a number of different theories of child development that have been issued, particularly over the last hundred years. For the most part, the different theories all agree on the fact that child development occurs in stages, and that a child's development is affected not only by the child's biological makeup but also through external stimuli. Learning English as a second language (ESL) is both easier and more difficult for children; while they have not yet acquired the cognitive faculties that they will fully develop by the time they reach adulthood, their lack of full development also makes them more receptive to learning and absorbing new material. However, deciding on the appropriate approach for teaching English as a second language to children ages 6-11 is challenging because the decision does not involve selecting the most effective method in a vacuum but must also take into consideration this sensitive period in the child's life. This paper examines three theories of child development: Erik Erikson's "Psychosocial Theory," Lawrence Kohlberg's "3 Stages of Moral Development," and Jean Piaget's "Cognitive Developmental Stage Theory." After providing a brief overview of these three theories, three different approaches to teaching English as a second language are discussed: Communicative Language Teaching (CLT),

There are different, quite opposing theories as to how children actually acquire language. On the one hand, in discussing “the formal, nativist approach, grammar is conceptualized as a set of abstract categories, structures and principles, and constraints that are genetically encoded as an innate Universal Grammar” (319, Genetti). On the other hand, the discourse-based theory states that “grammar is viewed as a set of forms and functions that are constantly being shaped by the mental processes and communicative needs of speakers and hearers as they use language in everyday talk (discourse)” (319, Genetti). Although I do consider the latter discourse theory to be important in a child’s language development, as a child will to some degree imitate their caregiver, they will only do this when they are mentally ready and capable to do so. Therefore the nativist theory is a very credible concept in child

He argued that the neonate arrives equipped with a LAD (Language Acquisition Device). This contains a set of rules common to all languages and allows children to learn any language which they are exposed to. Slobin (1985) suggested a similar innate device the LMC (Language-Making Capacity). The interactionist perspective suggests that a combination of biological and cognitive factors plus the linguistic environment are all necessary for the acquisition of language. (11, 17-28)

First and second language acquisition have been a topic of interest in linguistics for decades. Researchers have been approaching these topics from many points of view, angles, and models (Gass, 2013). Regarding second language acquisition, and especially English as a second language, the most researched topics include the effects of the Critical Period on second language learners, age of acquisition, age of onset, and individual differences (i.e. L1, motivation, aptitude) (Gass, 2013). Even though it is possible to find a wide variety of research on L2 acquisition, researchers are still debating on which elements affect learners more. Furthermore, while there is plenty of research on gender differences in the field of first language acquisition, there seems to be a lack of studies on said topic in regards to learning a second language. For said reason this research paper will focus on gender and first language influences on English as a second language acquisition, with the goal to comprehend whether one, both or neither of those factors contributes or hinders L2 acquisition and why. Furthermore, the current research paper is a follow up of Chiamenti (2016).

Teaching a second language has constantly been a challenge and a topic of many elaborative discussions in the field of language teaching. There have been different trends in language teaching which led to the introduction of different language teaching approaches. Whereupon, language teaching theorists and second language teaching practitioners have found those to be stimulus with many practical issues and shortcomings in terms of mastering the target language among the second language learners. Each method focused on key set of learning outcomes and defined the position or the role of the teacher accordingly. In contrast, linguists of eras following introduced their own mechanisms in language teaching and learning process which in

When it comes to the debate about the advantages and disadvantages of learning languages in a classroom, SLA researchers also put emphasis on the distinction between the terms ‘learning’ and ‘acquiring’. Stephen Krashen (1982), a prominent linguist in the field of SLA, considers these two terms to be connected to two different ways an individual can reach proficiency in a foreign language. He sees learning as a process which includes rules and conscious attention to form, and acquisition as a process similar to the way children learn their first language, which means that they do not consciously pay attention to language form (p. 17).

60-70) of Monitor Model. This experimental hypothesis states that there are many factors that affect the language learning process that are social attitude towards language, motivation, self-confidence and anxiety level of learners. These factors have a greater impact on the language learning and their positive use can give highly favorable result. This Monitor Model is cited frequently by the researchers but the drawback of this model is that it does not explain the definition of language learning motivation and its effects on language

There has been a lot of research in Second Language Acquisition and there has many theories in this field. Since the 1970s more scholars have been very keen to explain the acquisition process. Particular attention has been given to the way we process information and this involves input and output. The major debate on this subject is what takes place in between the two stages. This essay will consider the contributions made by each of the above named scholars on the models of SLA. They each have their different versions of the model. Generally, the classic model of SLA is believed to be Input-Developmental system-Output. However, these two scholars have offered their own take on this classic model. The essay will first discuss the similarities of both of their models and later explain the differences between the two models.

If instruction was to take into consideration the acquisition of learning capabilities that English-learners inquire, then the mastering of grammar would be effective for students. My perception is that students concepts of learning is on a level that is beyond expectations, therefore it is necessary to compare the instruction of naturalistic and instructed learners. Naturalistic learning is learning naturally with minimal assistance, to then master on your own acquisitions. Instructed learners are those who learn through instruction. Ellis’s (2008) article focuses on two factors that support naturalistic and instructed language acquisitions through implicit and explicit knowledge. Since, both of these concepts of learning are vital to students, teachers can support these learning acquisitions by ensuring that students are effectively instructed and following a natural order and a sequence of learning acquisition, therefore mastering grammatical structure (Ellis,

Due to this, children and their acquisition of a first language has always been the focus of research into language acquisition. Various theories have tried to address how this phenomenon occurs however, almost sixty years later; there is not one definitive answer but three main schools of thought. Behaviourism based on the work of Burhuss Frederic Skinner; Nativist originating in Noam Chomsky’s research; and Cognitive founded in the studies of Jean Piaget.

Acquisition and learning are two different concepts that need to be addressed differently in order for the student to learn a new language. In “The Natural Approach to Language Teaching: An Update,” Tracy Terrell explains Krahen’s Monitor Theory, which categorizes these two conceptions apart by stating that acquisition is “the unconscious formulation of grammatical principles” and learning as the “conscious cognitive-based study of grammar” (122). Such definitions suggest that the best time for students to learn a language is outside the classroom, where they are exposed to language in its natural form. They are exposed to little acquisition practices outside the classroom; therefore, acquisition should happen in the classroom and learning outside the classroom. They are

Through this paper, we can establish some connections between the basic principles of SLA and Artigal method because this new method of teaching is based in one way or another with basic principles of SLA. Vygotsky argued, "Learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90). In other words and according to Saul McLeod social learning tends to precede development. Thus, some researchers are working to showing how second language learners acquire language when they collaborate and interact with other speakers. For example, we can begin these connections with the category of vocabulary. Artigal method introduced new ideas and concepts to the students who acquire new vocabulary that helps in communication in class. Through the tales the students acquire