Instructed Second Language Acquisition (SLA)
Instructed Second Language Acquisition (SLA) examines the complex processes involved in learning a second language. It covers foundational theories like behaviorism and mentalism, explores key research areas such as error analysis and input, and delves into interlanguage theory, the role of explicit knowledge, and various social perspectives that shape language learning.
Key Takeaways
SLA theories evolved from behaviorism to mentalist perspectives.
Key research areas include error analysis, input, and interaction.
Interlanguage theory describes learners' evolving internal grammar.
Explicit knowledge's role in L2 acquisition varies by theory.
Social factors profoundly influence second language learning outcomes.
What is the historical evolution of Second Language Acquisition (SLA) theories?
The history of Second Language Acquisition (SLA) theories traces a path from early behaviorist views to more cognitive and mentalist approaches. Initially, behaviorism proposed that L2 acquisition was primarily about habit formation and conditioning, where learners responded to environmental stimuli. However, Chomsky's critique introduced the idea of an innate language capacity, shifting focus to mental processes. This led to mentalist accounts, emphasizing learners' internal systems and creative construction of language, recognizing errors as developmental stages rather than mere mistakes.
- Behaviourist Theory: L2 acquisition as habit formation and conditioning.
- Habits: Mechanical association, conditioning (environmental stimulus, automatic response).
- Interference: L1 habits impede learning.
- Chomsky's Critique: Innate capacity (Language Acquisition Device), L1 acquisition distinct from other learning.
- Mentalist Accounts: Interlanguage (distinct system, learners' internal rules), developmental errors (universal types), creative construction (L2 as product of learners' mental processes).
What are the primary research areas in Second Language Acquisition (SLA)?
Research in Second Language Acquisition (SLA) investigates several critical areas to understand how learners acquire new languages. Error analysis examines different types of errors, distinguishing between those influenced by the first language and those reflecting universal developmental stages. Studies on naturalistic L2 learning observe acquisition patterns over time, including silent periods and the use of formulaic language. Furthermore, research into input explores how simplified language (foreigner talk) and modifications in speech affect comprehension, while interaction studies focus on how negotiation of meaning facilitates learning.
- Error Analysis: Intralingual errors (universal, e.g., 'She Sleeping'), interlingual errors (L1 specific, e.g., 'He Go To Work By Car'), developmental errors (same as L1 acquisition).
- Naturalistic L2 Learning: Longitudinal studies (learners master grammatical features in fixed order, acquire structures gradually), silent period (learners function as listeners), formulaic chunks (complete routines like 'I Don't Know', patterns with empty slots like 'Can I Have A –?').
- Input: Foreigner talk (ungrammatical simplifications like 'No + Verb', 'He Go', special constructions), modifications (slower speech, simplified vocabulary, more pauses).
- Interaction: Negotiation of meaning (triggers: breakdown in communication, indicators: signals of non-understanding, responses: attempts to resolve the problem).
How does Interlanguage Theory explain second language learning?
Interlanguage Theory posits that second language learners develop a unique linguistic system, known as interlanguage, which is distinct from both their first language and the target language. This internal grammar is dynamic, evolving gradually as learners constantly revise their rules based on new input and experiences. Interlanguage grammars are considered permeable, meaning they are open to new linguistic forms, and variable, exhibiting systematic changes depending on context. This theory highlights the learner's active role in constructing their own language system.
- Learner's Internal Grammar: Independent of L1 and target language, evolves gradually, a system in its own right.
- Permeable Grammars: Amenable to penetration by new linguistic forms.
- Transitional Grammars: Learners constantly revise their grammars.
- Variable Grammars: Exhibit systematic variability.
What is the role of explicit knowledge in second language acquisition?
The role of explicit knowledge in second language acquisition is a subject of ongoing debate, with various theoretical positions. The non-interface position argues that explicit and implicit knowledge are separate, stored differently, and cannot transform into one another. Conversely, the strong interface position suggests explicit knowledge can become implicit through practice. A weak interface position proposes that explicit knowledge can transform into implicit knowledge only when a learner is developmentally ready, or it can assist in noticing linguistic forms and gaps, thereby aiding implicit learning.
- Non-Interface Position: Separate acquisition mechanisms, stored in different brain parts, accessed by different processes (implicit: automatic, explicit: controlled), explicit knowledge cannot transform into implicit.
- Strong Interface Position: Explicit knowledge can transform into implicit knowledge through practice.
- Weak Interface Position: Explicit knowledge can transform into implicit if learner is developmentally ready, assists noticing (learners attend to linguistic forms, notice differences between interlanguage and input), helps learners produce output that serves as 'auto-input' for implicit learning.
How do social factors influence second language acquisition?
Social perspectives offer crucial insights into how external factors influence second language acquisition. Acculturation theory emphasizes social distance between learner and target language communities, suggesting that minimal distance accelerates acquisition. Social identity theory highlights learners' complex identities and their need to claim the 'right to speak,' often challenging imposed social roles. Sociointeractional theory views interaction as a socially negotiated event where learners create linguistic resources. Sociocultural theory further stresses that learning arises through interaction, emphasizing concepts like the Zone of Proximal Development and internalization.
- Acculturation Theory: Social distance (social status of communities, extent groups welcome assimilation, shared social facilities) impacts L2 acquisition (minimal distance: quick acquisition; greater distance: slow acquisition).
- Social Identity Theory: Learners' multiple and contradictory identities, need to claim the 'right to speak', challenge social identities often thrust upon them.
- Sociointeractional Theory: Interaction is a socially negotiated event, learners create their own linguistic resources in interaction.
- Sociocultural Theory: Learning arises through interaction, Zone of Proximal Development (ZPD), internalization.
Frequently Asked Questions
What is the main difference between behaviorist and mentalist views of SLA?
Behaviorism sees SLA as habit formation through conditioning, while mentalism, influenced by Chomsky, emphasizes an innate capacity and learners' internal mental processes in constructing language. This shift highlights cognitive aspects over mere stimulus-response.
What is interlanguage in second language acquisition?
Interlanguage is a unique, evolving linguistic system developed by second language learners. It is distinct from both their native and target languages, characterized by its own internal rules, permeability, and variability as learners progress towards proficiency.
How do social factors affect L2 learning?
Social factors, such as the social distance between communities (acculturation theory) and learners' identities (social identity theory), significantly influence L2 acquisition. Interactional and sociocultural theories also highlight the role of social negotiation and collaborative learning in language development.
