SECOND LANGUAGE ACQUISITION - Assignment

SUBJECT ASSIGNMENT: SECOND LANGUAGE ACQUISITION

GENERAL INFORMATION: This assignment has to fulfil the following conditions:

- Length: between 5 and 6 pages (without including cover, index or appendices if there are any-). Type of font: Arial or Times New Roman. Size: 11. Line height: 1.5. Alignment: Justified.

The assignment has to be done in this Word document and has to fulfil the rules of presentation and edition, as for quotes and bibliographical references which are detailed in the Study Guide. Also, it has to be submitted following the procedure specified in the Study Guide. Sending it to the tutors e-mail is not permitted. In addition to this, it is very important to read the assessment criteria, which can be found in the Study Guide. The assignment mark is 100% of the final mark, but the participation in the activities performed during the tutorials can improve this mark.

SECOND LANGUAGE ACQUISITION - Assignment

Assignment:

According to Swain, ...producing the target language may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning. (Swain 1985: 249) In Swain's view, learners need not only input, but output: they need to use language in order to learn it. Krashen, however, as recently as 2009, stated that: Research done over the last three decades has shown that we acquire language by understanding what we hear and read. The ability to produce language is the result of language acquisition, not the cause. Forcing students to speak English will not improve their ability to speak English. (Korea Times, 2009).

Is it possible to reconcile these two seemingly opposite views as to what constitutes second language acquisition or learning, as Swain puts it? Or do the two views represent two extremes of both theory and practice? Guidelines: To answer this question in essay form, you will need to refer to alternative concepts of acquisition and learning proposed by other theorists, judge them in relation to these two apparent extremes of input versus output, and then try to draw some conclusions. You must ensure that both Krashen and Swain are discussed within the broader framework of SLA theory, and thus demonstrate that you understand the general field.

SECOND LANGUAGE ACQUISITION - Assignment

Name and surname(s): Sandra Yesenny Lpez Pea Login: COFPMTFL671925 Group: 31 Date: February 29th, 2012

SECOND LANGUAGE ACQUISITION - Assignment

Is it possible to reconcile these two seemingly opposite views as to what constitutes second language acquisition or learning, as Swain puts it? Or do the two views represent two extremes of both theory and practice? There are countless approaches and theories that have been proposed to explain and support SLA, but despite all the researches, we still do not know how exactly languages are learned. Its also important to bear in mind that language learning, like any other type of learning, is not a linear process and therefore cannot be deemed as predictable as some models of acquisition have hypothesized it to be. There is evidence to support the claim that SLA is a complex adaptive system due to its inherent ability to adapt to different conditions present in both internal and external environments. Several researches have pointed out since 1970s that students need to be exposed to meaningful and communicative practice, including grammar instruction, in order for them to reach higher levels of language proficiency (Savignon 1972; Hatch 1978; Spada 1987). An emphasis on communicative competence as the goal of language learning as well as focus on meaning and context seems to be the common denominators of most syllabi in language courses. Nowadays in SLA theories place an important emphasis of input (Krashen 1885; Gass 1997; Van Patten 1996, 2000, 2003), researchers have established that input plays a pivotal role in facilitating language learning. For Gass (1997:1) input is perhaps the single most important concept of second language acquisition. Van Patten (2003:25) goes even a little further to say that the discovery of the role of input completely altered the way in which scholars conceptualized how languages are learned. Krashen (1985), argues that acquisition occurs only subsequent to persistent exposure to abundant comprehensible input, a process through which the learner have plenty of opportunities to eventually understand the linguistic information conveyed by that input in full. Swains (1985) study of Canadian immersion classrooms reveals, however, that despite years of exposure to input, comprehensible input alone did not promote learners L2 acquisition to the fullest extent. Students in such settings achieved near-native proficiency only in terms of their reading and listening skills. Their speaking and writing performance still lagged behind that of their native counterparts.
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SECOND LANGUAGE ACQUISITION - Assignment

On this basis, Swain concluded that both comprehensible input and comprehensible output are essential to improving fluency and accuracy in a learners developing interlanguage. Taking into account Krashen and Swain's view, I personally consider these attempts to support and explain SLA should be put together in order to provide a broader view of the Second Language Acquisition phenomenon. In this new perspective, the SLA model should be regarded as a set of connections within a dynamic system where one theory can complement the other one. Central to Krashens view of second language acquisition is the input hypothesis. According to the input hypothesis, the acquisition of a second language is the direct result of learners understanding the target language in natural communication situations. According to his hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. As a simple example of my own experience, I have noticed that when I give grammar instruction most in English that in Spanish, my students do effort in order to understand me and at the same time they try to express their ideas or participate in the class in English when they consider they can do it, and I have realized they have improved their pronunciation and scare of speaking English as well. Its important to take into account that not all of the learners can be at the same level of linguistic competence at the same time and it is must be seen as an individual process where students show their advances. "The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." Stephen Krashen (1987). Swains Output Hypothesis, (1985) argues that practicing the language helps learners observe their own production, which is essential to SLA. She explains that learners may notice a gap between what they want to say and what they can say, leading them to recognize what they do not know, or know only partially (p. 126). She highlights that noticing is essential to SLA and explains that learners may output just
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SECOND LANGUAGE ACQUISITION - Assignment

to see what works and what does not(p. 132) and that they reflect upon the language they produce when negotiating meaning because the content of negotiation is the

relation between the meaning they are trying to express and the language form. In relation to this hypothesis, I have had the opportunity to teach ESP (English For Specific Purpose) to different programs like Business Administration or Accounting and when I ask my students about their expectations of the English course they all agree that they are interested in learning English that they can really apply in real situations, for example in a job interview, in a business meeting or sales report. Taking into account my students needs, I used to organize some role-plays based on real situations according to the program they are studying. My students really enjoyed this kind of activities because they were learning something useful for their professional careers. Swain believes that such attempts to make output comprehensible can foster language learning (1985). There have been other important SLA models or theories that have also

contributed to explain and support how languages are learnt and I would like to mention those to be the ones which have caused the greatest impact in this field and at the same time to recognize how important have been in my Teaching and Learning process. Behaviorism is described as a developmental theory that measures observable behaviors produced by a learners response to stimuli. This theory sees language as a set of structures and acquisition as a matter of habit formation. Learning is an observable behavior which is automatically acquired by means of stimulus and response in the form of mechanical repetition. Thus, to acquire a language is to acquire automatic linguistic habits. According to Johnson (2004:18), Behaviorism undermined the role of mental processes and viewed learning as the ability to inductively discover patterns of rule-governed behavior from the examples provided to the learner by his or her environment. Its undeniable that mechanical repetition, drill and practice are strategies that have always been present in the learning process and as a personal point of view, repetition is a valuable tool in learning that enable learners to internalize the vocabulary or grammatical structures. Recent research has stated the importance of second language learner's use of repetition for conversational participation and
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SECOND LANGUAGE ACQUISITION - Assignment

language learning (Veslemoy, 2005). Veslemoy stated that repetition helps students to produce more language, while also formulating what to say next. Repetition enhances

comprehension, because it provides learners with opportunities to process input. We as teachers can use repetition as a feedback technique. Another environmental-oriented theory is proposed by Schumman (1978). In his view, SLA is the result of acculturation, which he defines as the social and psychological integration of the learner with the target language (TL) group (p.29). The acculturation model argues that learners will be successful in SLA if there are fewer social and psychological distances between them and the speakers of the second language. As regards this theory, I dont have immigrant students in my classes, but the city where I live in Colombia, is surrounded by many American Native Speakers because there is an Archaeological Park considered Cultural Heritage which is visited by American tourists, so I usually invite them to my english classes in order students have the opportunity to interact with them and at the same time learn many cultural aspects. It has been an enrichment experience and can be seen as a practice of both theories input and output. As a counterpoint to the environmental perspective, Noam Chomsky (1976) made the argument that the human brain contains a limited set of rules for organizing language. In turn, there is an assumption that all languages have a common structural basis. This set of rules is known as universal grammar. According to his theory, every human being is biologically endowed with a language faculty, the language acquisition device, which is responsible for the initial state of language development. The UG theory considers that the input from the environment is insufficient to account for language acquisition. So that, speakers proficient in a language know what expressions are acceptable in their language and what expressions are unacceptable. The key puzzle is how speakers should come to know the restrictions of their language, since expressions which violate those restrictions are not present in the input, indicated as such. This absence of negative evidencethat is, absence of evidence that an expression is part of a class of the ungrammatical sentences in one's languageis the core of the poverty of stimulus argument. For example, we cannot use the word what to express comparisons, the correct word we have to use is than.
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SECOND LANGUAGE ACQUISITION - Assignment

Another important SLA theory is the Sociocultural (SCT), which explains how individual mental functioning is related to cultural, institutional, and historical context; hence, the focus of the sociocultural perspective is on the roles that participation in social interactions and culturally organized activities play in influencing psychological development. While much of the framework for sociocultural theory was put forth by Lev Vygotsky (1931/1997), extensions, elaborations, and refinements of sociocultural theory can be found in writings regarding activity theory (Chaiklin & Lave, 1993; Leontiev, 1981) and cultural-historical activity theory (Cole, 1996; Cole & Engestrom, 1994). A clear application of sociocultural theory principles in L2 classroom is obvious in the task-based approach. This approach emphasizes the importance of social and collaborative aspects of learning. Ellis (2000) claims that sociocultural theory focuses on how the learner accomplishes a task and how the interaction between learners can scaffold and assist in the L2 acquisition process. To sum up, SLA research is an extremely buoyant field of study which has attracted much theoretical and empirical work in the last two or three decades. Much progress has been made in gaining a better understanding of the processes involved in learning second languages, as well as the different external factors which affect this process. It is clear that not one individual theory on its own can account for all the variations in learners' language. Each one has valid points and all of them together are going to provide a broader view of the Second Language Acquisition phenomenon. In this perspective, the SLA model should be regarded as a set of connections within a dynamic system where one theory can complement the other one. I have tried to show some of the variations in language these hypotheses may produce, however, Teaching methods have to take into account that L2 learners are varied. Learners do not have the same characteristics so they do not all acquire a L2 in the same way and at the same rate. Motivation, first language (L1) interface, aptitude, age, anxiety, social background and self-confidence affect the learners' abilities. At the current time, and with the knowledge that is available to us, in my personal point of view I consider it is important for we as teachers to check out the most important aspects of each theory when preparing our lessons plans. Clearly not
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SECOND LANGUAGE ACQUISITION - Assignment

all theories will be addressed in every lesson, but with careful thought and consideration, the ideas may be applied and the results will show whether or not they are effective for that particular group of students that we are going to work with.

BIBLIOGRAFICAL REFERENCES Chomsky, N. A. (1976) Reflections on Language. New York: Pantheon. Ellis, N. (1998) Emergentism, connectionism and language learning. Language Learning 48:4, pp. 631664 Hatch, E. M. (1978) Discourse analysis and language acquisition. In Hatch, E. M.(eds) Second Language Acquisition: a book of readings. Rowley, MA: Newbury House, 401-35 Johnson, M. (2004) A Philosophy of Second Language Acquisition. New York: New Haven, CT; London: Yale University Press. Krashen, S. (1985) The Input Hypothesis: Issues and Implications. Beverly Hills, CA: Laredo Publishing Company. Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987. Krashen, Stephen D. Second Language Acquisition and Second Language

Learning. Prentice-Hall International, 1988 Schumann, J. H. (1978) The acculturation model for second-language acquisition. In: Gingras, R. C. (Ed.) Second-language Acquisition & Foreign Language Teaching. Washington: Center for Applied Linguistics. p.27-50 Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. and Madden, C. (Eds.), Input in Second Language Acquisition, pp. 235-256. New York: Newbury House.
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Gass, S.M. and Madden C.G. (eds) Input in Second Language Acquisition. Rowley, MA: Newbury House, 235-53 Veslemoy, R. (2005). Lexical Repetition in Second Language Learners Peer Play Interaction. Language learning, 55(2), 229275.

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