Summary

Second Language Acquisition

   Second Language Acquisition (SLA) refers both to the study of individuals and groups who are 

learning a language subsequent to learning their first one as young children, and to the process of 

learning that language. The additional language is called a second language (L2), even though it may 

actually be the third, fourth, or tenth to be acquired. It is also commonly called a target language 

(TL), which refers to any language that is the aim or goal of learning. The scope of SLA includes 

informal L2 learning that takes place in naturalistic contexts, formal L2 learning that takes place in 

classrooms, and L2 learning that involves a mixture of these settings and circumstances.

  Second Language Acquisition (SLA) involves a wide range of language learning settings and 

learner characteristics and circumstances. This book will consider a broad scope of these, examining 

them from three different disciplinary perspectives: linguistic, psychological, and social.

   Many people are introduced to a second language (L2) after they have achieved native competence 

in a first language (L1). If you have had the experience of trying to master a second language as an 

adult, no doubt you found it to be a challenge quite unlike your first language experience.

  In second language acquisition, L2 learners construct grammars of the target language—called 

interlanguage grammars—that go through stages, like the grammars of first-language learners. 

Influence from the speaker’s first language makes L2 acquisition appear different from L1 

acquisition. Adults often do not achieve native-like competence in their L2, especially in 

pronunciation. The difficulties encountered in attempting to learn languages after puberty may be

 because there are sensitive periods for L2 acquisition. Some theories of second language acquisition 

suggest that the same principles operate that account for first language acquisition. A second view 

suggests that the acquisition of a second language in adulthood involves general learning mechanisms 

rather than the specifically linguistic principles used by the child. The universality of the language 

acquisition process, the stages of development, and the relatively short period in which the child

 constructs a complex grammatical system without overt teaching suggest that the human species is

 innately endowed with special language acquisition abilities and that language is biologically and 

genetically part of the human neurological system. All normal children learn whatever language or 

languages they are exposed to, from Afrikaans to Zuni. This ability is not dependent on race, social 

class, geography, or even intelligence (within a normal range). This ability is uniquely human.





  Stephen Krashen’s Theory of Second Language Acquisition

   Stephen Krashen is an expert in the field of linguistics, specializing in theories of language acquisition and development.

Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.

Acquisition requires meaningful interaction in the target language – natural communication – in

 which speakers are concerned no with the form of the utterances but with the messages they are 

and understanding. 

Description of Krashen’s Theory of Second Language Acquisition

Krashen’s theory of second language acquisition consists of five main hypothesis:

·         The acquisition-Learning Hypothesis:

• ·         The Monitor Hypothesis
•       The Natural Order Hypothesis
•       The Input Hypothesis
•      The Affective Filter Hypothesis

The Acquisition-Learning distinction is the most fundamental of all the hypothesis in Krashen’s theory and the most widely known among linguistics and language practitioners.

The “Learned System” or “learning” is the product of formal instruction and it comprises a conscious process which results in conscious knowledge about the language, for example knowledge of grammar rules.

The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar.

The Natural Order hypothesis suggests that the acquisition of grammatical structures follows a natural order that is predictable. For a given language, some grammatical structures tend to be acquired early while others late.

The Input hypothesis explains how the learner acquires a second language – how second language acquisition takes place. The input hypothesis is only concerned with acquisition, and not learning.

The Affective Filter, hypothesis, embodies Krashen’s view that a number of affective variables play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety.