Second Language Acquisition
Sarah Cole
Robin Stafford
Definitions
• Native Language (NL or L1) – the language first learned
as a child
• Target Language (TL) – the language being learned
• Second Language Acquisition – the process of learning
another language after the native language has been
learned. Also called L2 regardless if it is the third,
fourth or fifth language learned.
• Foreign Language learning- learning of a nonnative
language in the environment of one’s native language.
What is SLA?
• A multidisciplinary field that studies:
– Interlangauge (IL)
– L2 Language Learning process
– Learner variation
– L2 language in the mind
What do native speakers know?
• We have knowledge of:
– Phonology
– Syntax
– Morphology and lexicon
– Semantics
– Pragmatics
Phonology
• What is Phonology?
– The sound system of a language
Phonology (cont)
• Possible sounds
• Fast vs. slow speech
– Example: Did you go to the store? Didja go to the store?
• How and when to combine words
– Example: want to
wanna
• Possible combinations of sounds.
– Example: [b] and [n] cannot be combined to make *bnick,
but [b] and [r] can be combined to make brick.
Syntax
• What is Syntax?
– the sentence structure of a language, sometimes
called grammar.
Syntax (cont)
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Sentence grammaticality
Word order
Sentences that are equivalent in meaning
Meaning change when move elements in a
sentence
• When to use different grammatical patterns
• Ex: passive voice vs. active voice
• Set of rules to produce infinite sentences
Morphology
• What is morphology?
– The study of word formation .
• In many cases a single word is made up more than one
part.
• Example: unforeseen
– Un (not, has negative function)
– Fore (Noun, earlier in time)
– Seen (Verb, to visualize)
Morphology (cont)
• We know how to form words using affixes
(prefixes, suffixes)
• We also know what words can go with other
words.
• Example:
• Mt. Everest is a high mountain.
• *The Empire State Building is a high building.
Semantics
• What is semantics?
– The study of sentence meaning
• However, does not correspond to grammaticality.
– Example:
– (1-19) *That woman beautiful is my mother.
– (1-20) *I’ll happy if I can get your paper.
Semantics (cont)
• Our knowledge of semantics entails
knowledge of the reference of words.
• We also are able to distinguish between words
that sound the same
– Example:
• Table: flat top with three or four legs
• Leaf: part of a tree
• Vs. leaf of a table.
Semantics (cont)
• We know that the way we combine words in a
sentence affects meaning.
• Example:
• The dog bit the man.
• The man bit the dog.
• Thus, we know the extent to which syntax and
semantics are interrelated
Pragmatics
• What is pragmatics?
– The way in which we use language in context.
① Contrastive Analysis Hypothesis
• Used as a way to describe variations in
languages.
• “ a way of comparing languages in order to
determine potential errors for the ultimate
purpose of isolating what needs to be learned
what does not need to be learned”
CAH (cont)
• Why should one learn only differing
structures?
– Positive transfer
– Same structure in L1 and L2
– Negative transfer
– Different structure in L1 and L2
– All errors made in learning the L2 are due to the
L1.
Problems with CAH
• Research in the 1960s/70s showed learners
language was systematic (showed routes of
development).
• independent of the L1 and context of learning
(classroom vs. natural environment).
• Learners developmental stage
② Universal Grammar
• Uniformly and speedy acquisition of a first
language
• Learning is innate
• Principles and parameters constrain language
UG and SLA
• Innate mechanism that guides language
learning
• The question then is, do we have access to
this when learning the second language?
– If yes, how is it available?
UG and SLA (cont)
• Four different views on Universal Grammar
access in regards to SLA.
– Partial access hypothesis
– Full access hypothesis
– Indirect access hypothesis
– No access hypothesis
Partial Access Hypothesis
• UG less available with age and therefore is not
available to adult learners.
• UG can be used for some things but not others
– Adults use more problem solving skills
– Problem solving skills and UG in competition
Full Access Hypothesis
• L1 and L2 acquisition are similar
• Universal grammar both L1 and L2 acquisition
concurrently
• Variation in learners is accounted for by
differences in cognitive maturity and in the
learners needs.
Indirect Access Hypothesis
• UG is not directly involved in L2 learning
• The learner can use what he or she knows of
UG in their L1 to help them in learning L2
No Access Hypothesis
• Only available for first language acquisition
• L2 learners have to use other ways of learning
Problems with UG
• Only looks at the acquisition of syntax and
morphology
• Only looks at how language is represented in
the mind, not the process of learning
• There are many viewpoints and each has
empirical evidence
– no verdict
③ Monitor Model
• This model is made up of 5 different hypotheses:
– Learning vs. acquisition
• Learning and acquiring are different processes
– Natural order hypothesis
• Systemacity, predictable patterns of acquisition
– The monitor hypothesis
• Use learned knowledge to alter output towards grammatically
correct utterances
– The input hypothesis
• Importance of comprehensible input (i +1)
– The affective filter hypothesis
• Affects of sociolinguistic factors such as age, motivation, aptitude.
Teaching Implications
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Talking is not acquisition
Adults and adolescents can acquire language
L2 learners language is systematic
One must practice using language and receive
extensive input.
• Knowing a rule doesn’t equal usage
Communicative Language Teaching
• Seven basic functions of communication:
– To get things
– To control behavior of others
– To create interaction
– To express personal feelings and meanings
– To learn and discover
– To create a world of imagination
– To communicate information
Communicative Language Teaching
• Example Activities:
– Role plays
– Interviews
– Information gaps
– Games
– Language exchanges
– Surveys
– Pair work
– Learning by teaching
Task-based Learning
• authentic language and meaningful tasks
using the target language.
• Assessment based on task outcome not
accuracy of language forms
• Examples:
• Puzzles, riddles
• Completing a family tree
• Leaving a message on someone’s
answering machine
Form-focused instruction
• Language learning is systematic
• Should linguistic form be a focus of language
instruction?
Further Reading
Presentation is based on:
Gass, Susan M. and Selinker, Larry. Second
Language Acquisition: An Introductory Course.
2nd Edition, 2004
ISBN: 0-8058-3528-8
Also available: 3rd Edition, 2008
ISBN: 0-8058-5498-3
Websites
• Second Language Acquisition Topics (Vivian
Cook, 2003)
http://homepage.ntlworld.com/vivian.c/SLA/
• Second Language Acquisition Bibliography
(Vivian Cook, 2003)
http://homepage.ntlworld.com/vivian.c/SLA/SL
ABIB/index.htm
• Task based teaching website/article:
www.eltworld.net/howto/2008/04/task-basedlearning-for-dummies
Krashen’s theory further reading
• Stephen D. Krashen’s book:
Second Language Acquisition and Second
Language Learning (1981).
Or visit website: www.sdkrashen.com
• Other books by Krashen (not totally related to
SLA, but still interesting and informative)
Krashen, Stephen D. The Power of Reading:
Insights from Research (2004, 2nd ed.)
ISBN: 978-1591581697
Linguistics
• If you are interested in learning more about
linguistics and want to self study I recommend:
Anouschka Bergmann, Kathleen Currie Hall, and
Sharon Miriam Ross. Language Files: Materials
for an introduction to Language and Linguistics.
Ohio State University Press, 10th ed.
ISBN: 978-0814251638