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SECONDSECOND LANGUAGELANGUAGE

ACQUISITIONACQUISITION

RESEARCHRESEARCH

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 The fndings are: The fndings are:

1. Second language acquisition is highly1. Second language acquisition is highly

systematicsystematic

2. Second language acquisition is highly2. Second language acquisition is highly

variablevariable

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1. Second language1. Second language

acquisition is highlyacquisition is highlysystematicsystematicIt reers to what has been called

the route o develoment !the nature othe stages all learners go through whenacquiring the second language " #2$.

 This route remains largely indeendent oboth the learner%s mother tongue !#1$ andthe conte&t o learning !e.g. whetherinstructed in a classroom or acquirednaturally by e&osure$

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2. Second language2. Second language

acquisition is highlyacquisition is highlyvariablevariable

It reers to either the rate o the learning

rocess !the seed at which learners arelearning the #2$' or the outcome o thelearning rocess !how rofcient learnersbecome$' or both.

(oth seed o learning and range ooutcomes are highly variable rom learnerto learner: some do much better much

more quic)ly than others.

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 Traditionally' the concern or rate o learning

has been the centre o teachers% andlearners% attention. This is because it hasobvious edagogical imlications: i weunderstand what ma)es learners learn aster

and rogress urther' then maybe we can bebetter teachers or learners.

In act' understanding the route learners

ollow' and thereore having cleare&ectations o what learners can achieve atgiven oints on the develomentalcontinuum' is crucially imortant or both

learners and teachers.

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Such study leads us' or e&amle' to abetter understanding o the signifcanceo errors in the learning rocess.*roducing them need not be seen asnecessarily roblematic !in act' someerrors can be evidence o a more advancedlinguistic system than the equivalent

correct orm: or e&amle' learners willusually roduce rote"learned ormulaicquestions such as %where%s +,%' e.g.%where%s the ball,%' in which %where%s% is an

unanalysed chun)' beore roducing thedevelomentally more advanced %wherethe ball is,%' the second stage in thedeveloment o the interrogative system

beore the fnal stage in which %where is the

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1. -o you )now....

a. where is my boo)b. where my boo) is

2. I dont )now....

a. where is my boo)

b. where my boo) is

/. 0here...a. is my boo)

b. my boo) is

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 This is oten reerred to as the % shae olearning%' tyical also o #1 learners' by whichlearners start with the correct rote"learnedorm' e.g. took ' beore over"alying the asttense rule and roducing taked ' rior tolearning the e&cetion to the rule androducing took  again' creatively rather than

rote"learned this time.

 Teachers will also be less rustrated' and their

learners too' when they become aware thatteaching will not cause s)ilul control o alinguistic structure i it is oered beore alearner is develomentally ready to acquire it.

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*ut the ast tense and articile o these*ut the ast tense and articile o these

words.words.

3aise ..... .....

3ise ..... .....

Slee ..... .....

(ring ..... .....

Show ..... .....

4lose ..... .....

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/. Teaching methods/. Teaching methods

5udiolingual method The behaviourist

teaching method oular in the si&ties andseventies' based on the remise that youlearn to sea) languages through habit"ormation' and thereore need to ractise

drills until the new habit has been learnt.

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Audioingua met!od T!e "e!a#iourist teac!ingmet!od $o$uar in t!e

si%ties and se#enties&"ased on t!e $remise t!at'ou earn to s$ea(anguages t!roug! !a"it)ormation& and t!ereoreneed to $ractise dris unti

t!e ne* !a"it !as "eenearnt

Communicati#e LanguageTeac!ing

This approach to teaching believesthat languages are learnt throughcommunication, and that the focus of

the classroom should be onencouraging learners to engage inspeaking activities which simulate'real life' communication. Thisapproach de-emphasises the role of ametalinguistic knowledge of the L2

linguistic system.

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FossilisationT!e $!enomenon "' *!ic!L+ earners oten sto$earning e#en t!oug! t!e'

mig!t "e ar s!ort o nati#e)i(e com$etence, T!e termis aso used or s$ecifcinguistic structures *!ic!remain incorrect or engt!'$eriods o time in s$ite o

$entiu in$ut -e,g, inimmigrant s$ea(ers *!ose.uent L+ sti contains non)target i(e structures/,

Grammar)transation

met!od

 The traditional teaching method

which believed that the bestway to teach languages isthrough the teaching ogrammar and the translation ote&ts

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Immersion T!is term reers toeducationa $rograms in*!ic! c!idren are taug!t

academic su"0ects -e,g,mat!s& geogra$!' etc1/t!roug! t!e L+, T!ese$rograms are *eesta"is!ed in Canada&*!ere man' ango$!one

c!idren are educated $art't!roug! t!e means o2renc! -es$ecia' in t!e$ro#ince o Que"ec/,

Interanguage 5 term used both to reer to the

linguistic system o #2 learnersat a secifc oint in time' andto the series o interloc)ing #2systems tyical o #2develoment. The signifcanceo this term is the emhasis it

laces on the #2 system being alinguistic system in its own

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Transer Use o L3 $ro$erties in t!eL+, Transer can "e$ositi#e& *!en t!e"orro*ing o an L3structure eads to a correctorm in t!e L+ -e,g, t!e

German earner $roducing4I am t*e#e 'ears od4 inEngis! L+ as a directtransation o t!e Germanstructure/& or negati#e*!en it eads to an

incorrect orm -e,g, t!e2renc! earner $roducing 4I!a#e 3+ 'ears4/

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 Than) Than)youyou