Allabad

Taisser Allabad
Research Paper Assignment
Date: 4/ 30/ 2016
Second Language Acquisition
Abstract
The number of people learning a second language has amplified at a greater level due to
the increased international interaction and easy access to learning materials and tools. This
research paper examines the dynamics of acquiring a second language, which includes the
neuroscience, theories, and reasons for learning a new language. Conversely, it provides
recommendations to help individuals acquire a second language effectively.
Introduction
Second language learning is relatively strenuous for older individuals because their
instinctive learning abilities have diminished over time. A second language learner is any person
who is already proficient in another language(s) but is a learning a newer language. Unlike
adults, children can grasp several languages at ago without much strain or need of an instructor.
In most occasions immigrants and international students are forced to learn and master the
language of their resident nation. In the U.S., there were approximately 4.4 million children
categorized as English Language Learners (ELLs) between 1999 and 2000 (Lessow-Hurley 1).
Learning English is crucial for these kids because it will determine their academic performance
and future socioeconomic involvement in the American society. Adults such as refugees and
diplomats find it necessary to learn the language of the country of residence. Unfortunately, they
strain more in acquiring a new language as compared to children. This is because they are
affected by the Language Transfer effect where a learner transfers some linguistic features

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between the first and second language. It is, therefore, a subject of investigation in the applied
linguistics, psychology, and education.
Why Learn Second Language
Various reasons prompt individuals to learn a second language which may have a pivotal
significance in different aspects of their lives. In older days, people learned a second language as
a way of developing their intellect. It helped enhance abstract and creative thinking, cognitive
development, sense of achievement, and widened the awareness of cultural diversity (NEA
Research 6). In modern times, communication, transport technologies, and economic
globalization have broken the distance barrier between populations of the world. Knowing how
to speak a local language and an international language has become a crucial aspect of human
existence. Learning a second language has a profound impact in helping one enhance career
opportunities. A person who knows a foreign language has high prospects of getting an
employment especially in organizations that engage in international activities. This is because the
individual is better placed to communicate effectively when working in a foreign country. It
liberates one from the confinement of the local languages and gives liberty to engage with the
wider society through educational opportunities.
Some academic subjects are only available in a certain language and learning them will
allow the individual to achieve higher progress in the subject. This aspect is predominantly
apparent among international students seeking academic opportunities in foreign countries. For
example, many Arab students in Europes and North Americas higher learning institutions strive
to learn and master the English language to enable them benefit from the academic programs
they are pursuing. Conversely, learning a second language empowers an individual in a foreign
country to participate in social and economic activities of the community. Foreign students,

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immigrants, refugees, humanitarian personnel, and diplomats are some of the groups of
individuals who benefit immensely from learning a second language.
The Science behind Learning a Second Language Acquisition
Scientific research shows that human beings are instinctively designed to acquire new
languages just by observation and imitation. However, it is hard for adults to learn and become
proficient in a second language because they use their primary adult problem-solving process.
Time and environment are the two factors that determine successful acquisition of a second
language. Adults learn the basics of a language faster but take longer to become proficient.
Additionally, being in an environment where others use the language speeds acquisition and
improves fluency. The primary reason why adults find it hard to learn a new language can be
traced into the brain circuitry. Scientists, through MRI brain studies, have discovered that
learning a new language requires restructuring of the brain chemistry. For example, research
shows that a single region of the brain of a Japanese speaker is activated when using the
language, whereas two different areas are activated in English speakers. This is because there
exist major differences in the grammatical structure of the two languages. For example, adult
native Japanese speakers cannot make a difference between Englishs r and l sounds.
Therefore, they have to learn the difference between the two letters in meaning and
pronunciations. This example is an illustration of the influence of the first language in the
acquisition of a second language. This means that learning a newer language requires one to
interact with the first language simultaneously in differentiating pronunciations and to create a
new database in the brain.
Theories and Hypothesis

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Stephen Krashen (2009), in his hypothetical models, delves into the theoretical
perspectives of second language acquisition:
The Acquisition-Learning Hypothesis
The Acquisition-learning hypothesis entails two aspects: language acquisition and
language learning. Language acquisition is a subconscious process where one learns a language
by the default of being associated with the people who use it (Krashen 18). One is not usually
aware that he/she has learned something, but the information is stored in the brain. For this
reason, it is referred as picking up a language by being around people who speak it. The human
mind is a curious organ and tends to collect and store information that is new and different from
what a person already knows. Most people would learn the words but can find it hard to speak
because the brain has not been actively taught how to verbalize them. For example, when a
person visits China, he might say that while I was in China, I picked up some Mandarin in
reference to the Chinese words he has acquired from that environment. This is the primary
method through which infants learn language from their parents and siblings subconsciously.
Conversely, an adult can learn a second language just by placing themselves in an environment
where it is frequently spoken for a given period.
Language learning on the other side is a conscious process where one make deliberate
effort to know and use words of the second language. This including practicing and internalizing
rules of the language and making corrections where errors are made (Krashen 22). The learning
approach is based on the behaviorist theory that states that human behavior can be learned
through the process of stimulus, positive and negative reinforcement, and response. The theory
focuses on the significance of environmental factors in facilitating the development of human
behaviors. This means that learning is practically controlled by someone else who informs,

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makes corrections, and reinforces progress. The most fundamental aspect of this theory is the
negative and positive reinforcement. For example, when a learner says, I lives in the opposite
house, the instructor will respond, No, it is, I live in the opposite house.' This is a negative
reinforcement that helps the learner realize s cannot be used in a first-person-singular verb.
The learning hypothesis is widely applicable in a classroom setting where one learns phonology,
syntax, morphology, pragmatics, and semantics of the language. However, one can also learn in
the informal setting, for example using a friend as a teacher. As a controlled sequence of
behavior, language has to be imparted mechanically to build a lingual database and a habitual
performance by using the information acquired (Demirezen 137). For that reason, contextual
learning has proved to be effective, judging from the evidence that shows that adults who rely on
textual learning exhibit speech that is excessively grammatical and less straightforward (Krashen
18).
Natural Order Hypothesis
The natural hypothesis argues that individuals acquire a second language in a prescription
that is predictable. This means that some linguistic items are acquired first before others based on
the level of complexity. This hypothesis postulates that a person acquires the simpler linguistic
makers first and the complex ones later. However, this order is largely dependent of readiness of
the learner to absorb new skills. A student must be motivated enough to subject himself to the
process by allowing his cognitive abilities, contexts, and experiences to adapt to the new
language structures. In some cases, the individual may acquire the harder concepts before those
considered to be simpler.
The Monitor Hypothesis

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The monitor hypothesis is concerned with the later stages of language learning where the
learner consciously edits sentences in the mind before expressing them loudly. Efficient use of
the monitor hypothesis depends on the comprehension of grammatical rules, context, and
availability of time to think (Krashen). This means that:

The learner has to deduce grammar rules for themselves

The learner makes conscious effort to practice the language

Thought, comprehension, and memory are emphasized

The Learner has a grand number of opportunities to practice the second language

Learning activities allow the learner to get feedback on their progress

This hypothesis states that monitoring helps an individual build a spiral organization of the
things learned by allowing the learner to revisit the information acquired. When he/she monitors
statements before expressing them, it evokes a discovery learning process where the mind is
engaged in an inquiry dialogue to ascertain the correctness of the sentences and phrases created.
The learner discovers the tools and contexts, real-world environments, and gains deeper
understanding of sentence creation.
The Comprehension Hypothesis
The comprehension theory is concerned with the learners ability to understand the
message being communicated. It emphasizes on the descriptive grammar rather than the
prescriptive grammar where a person needs the knowledge to understand and speak a language
(M. Demirezen 5). According to Krashen, one must understand the meaning of the words, and
how to connect them to communicate the intended message. When a person understands the
meaning of a statement in the language being learned, only then he/she can learn to use it
effectively. Having the underlying knowledge of the grammar of the tongue enable a person to

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connect speech sounds appropriately. This hypothesis agrees with the cognitive code-learning
theory that has placed a greater prominence on the effect of first languages on the acquisition of
second languages. Learning, therefore, should be focused on meaningful practice where the
grammatical structures are taught after the individual has been exposed to contextual examples.
It follows the Presentation, Practice and Production concept where the beginner learns how to
use structures, lexis, and their limits. The cognitive code-learning theory thwarts the limitation
brought about by the knowledge of the first language. Often, the learner will try to associate the
meaning of the new words and that of the first language. This means that he/she will
unconsciously try to phrase a statement in relation to the first tongue, hence affecting its
grammatical correctness. Therefore, one needs to develop a new system of grammar when
learning a second language. By attaching more importance to the structure and gaining control of
the lexical, grammatical, and auditory patterns (M. Demirezen 3).
How to Learn A Second Language
Take Classes
Learners should seek language classes because they provide the necessary tools,
environment, and expertise to help one learn a new language. A trained instructor will simplify
the learning process and assist in comprehending grammatical rules. Conversely, a classroom
gives an opportunity to make mistakes freely and be corrected in an objective manner.
Read Extensively
Reading a broad range of the languages material supplements for information provided
by the instructor. Conversely, one gains a deeper understanding of the rules used in constructing
sentences. It also helps extend, consolidate and sustain vocabulary growth through continuous

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encounters with new words and phrases. It also provides an opportunity to put new words in
context hence making it easy to deduce meaning.
Be In The Environment Where The Language Is Spoken
Being around people who speak the language increases the learners proficiency and
speeds the learning process. This is because one will experience the contextual use of words,
learn various tones, and pronunciations. Associating oneself with those learning the language
provides inspiration and motivation through cooperative learning (Kameli, Mostapha and Baki
25). Concepts that are not well understood are explained in an informal manner hence promoting
deeper understanding.
Consult a Speech Pathologist
Even though one can learn a languages literature effectively, he/she can experience
difficulties in articulation and phonology, influenced by the Transfer Effect of the first tongue. A
speech pathology is an essential aid especially when a learner is experiencing challenges of
pronunciation. Speech pathologists also help learners improve their fluency and other motors
speech problems.

Conclusion
The process of acquiring a new language should focus on five aspects; Pragmatics,
Semantics, Morphology, phonology, and syntax. Pragmatics centers on sociological rules that
determine the use of the language in communicative context. Semantics is the understanding of
the meaning of the words and sentences, whereas morphology informs the rules of word
formation. A second language learner should know the sound system of the tongue referred as

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phonology and the rules of word order when constructing sentences. Most importantly, one
should emphasize on contextual learning where comprehension of the practical use of words is
stressed before learning of the grammatical structures. If these factors are incorporated in the
learning process, second-language learners can acquire new language easily and become
proficient within a short period.

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Works Cited
Demirezen, Mehmet. "Cognitive-Code Learning Theory and Foreign Language Learning
Relations ." International Online Journal of Education and Teaching (2014): 309-317,
1(5).
Demirezen, Mehmet. "Behaviorist Theory and Language Learning." Hacettepe University Egitim
Fakultesi Ogretim Uyesi (1988): 135-140.
Kameli, Shima, Ghazali Bin Mostapha and Roselan Bin Baki. "The Influence of Formal
Language Learning Environment on Vocabulary Learning Strategies ." Journal of
Language Teaching and Research (2012): 23-29, 3(1).
Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York:
Pergamon Press Inc., 2009. Web
<http://www.sdkrashen.com/content/books/principles_and_practice.pdf>.
Lessow-Hurley, Judith. "Meeting the Needs of Second Language Learners." 2003. ASCD. Web
<http://www.ascd.org/publications/books/102043/chapters/Who-is-the-SecondLanguage-Learner%C2%A2.aspx>. 28 April 2016.
NEA Research. "The Benefits of Second Language Study." 2007. Connecticut US State. Web
<http://www.sde.ct.gov/sde/lib/sde/PDF/Curriculum/Curriculum_Root_Web_Folder/Bene
fitsofSecondLanguage.pdf>. 28 April 2016.

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