Second Language Acquisition

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Second Language Acquisition
Chapter 3

• Factors Affecting 2nd Language Learning Age and
  Acquisition
• Textbook How Languages Are Learned by Lightbown
  Spada

Dr. Robert Schwab, 2006
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Chapter 3

• Chapter 3 introduces us to another major factor
  that influence 2nd language acquisition - age and
  maturation.
• In the last section, we introduced the concept of
  1st language acquisition, childhood 2nd language
  acquisition and adult 2nd language acquisition.
• These divisions can be deceptive as there is no
  clear cut separation between categories
  instead, it is a process of gradual change that
  starts at birth and ends at death, and each
  individuals development and process of
  maturation is unique.

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Language Acquisition

• First Language Acquisition occurs when the
  learner (almost always a child), who has been
  previously without language, acquires one.
• Childhood SLA describes the transition period
  between 1st language acquisition and adult 2nd
  language acquisition
• Second Language Acquisition occurs when a learner
  (usually an older child or adult) acquires a
  language other than the 1st language(s) or
  native language.

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3 Key Differences Between 1st and 2nd Language
Acquisition

• Three major processes influence the development
  of language acquisition which are directly
  attributable to age and developmental level
• cognitive development
• social development
• linguistic development

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Cognitive Development

• The first language learner is developing basic
  cognitive skills (foundation logic reasoning
  skills) at the same time they are developing
  language skills. As a result, language skills
  become part of the foundational cognitive
  development
• However, foundation cognitive skills are already
  formed and fully established by the time SLA
  takes place, making SLA a separate, secondary
  process.

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Social Development

• The first language learner is developing their
  social and personal identity at the same time
  they are developing their language skills. As a
  result, language skills become part of their
  overall social development and identity
• However, social and personal identity is already
  formed and fully established by the time SLA
  takes place, making SLA a separate and secondary
  process.

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Linguistic Development

• The first language learner appears to rely
  primarily on innate processes of language
  development natural spontaneous processes (e.g.
  universal grammar, language acquisition device)
  that do not rely on explicit instruction,
• However, second language acquisition appears to
  be much more reliant on explicit instruction and
  the systematic knowledge of rule-oriented
  structures (grammar).

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The Critical Period

• There is a critical period for 1st language
  acquisition during which true native proficiency
  is possible
• Exposure to language during this critical period
  is necessary for 1st or native language
  proficiency
• In all cases, first language learners are 100
  successful in acquiring their native language
• Exposure to language after this critical period
  almost never produces true native proficiency

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Critical Period Cognitive Development.

• During the critical period
• The potential for native 1st language development
  is greater
• The potential for development of logic and
  higher-order thinking skills is limited
• As the critical period declines
• The potential for native 1st language development
  also declines
• The potential for development of logic and
  higher-order thinking skills increases

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Templatic Migration
Potential for development
of logic higher order
thinking skills
Potential for native 1st
language development
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Critical Period and Explicit Instruction

• Language development during the critical period
  is based almost entirely on social interaction,
  with very little reliance on instruction
• Language development after the critical period
  appears to be much more reliant on explicit
  instruction and knowledge of rule-oriented
  structures that explain language in terms of
  logic.

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THE ENDChapter 3Second Language
AcquisitionDr. Robert Schwab, 2006