ASSIGNMENT

SECOND LANGUAGE ACQUISITION

L2 LEARNING AND TEACHING

by :

FERA ARIANA (A2B018010)

BUDIYANSYAH (A2B018005)

MASTER OF ENGLISH EDUCATION

BENGKULU UNIVERSITY

2018

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 TABLE OF CONTENTS

I. CHAPTER I : INTRODUCTION .............................................................................. 2

II. CHAPTER II : L2 LEARNING AND TEACHING ..................................................... 3

2.1 Features of second language acquisition ....................................................... 4

2.2. The ways of L2 learners to acquire the second language ............................ 5

2.3. Factors affecting second language acquisition ............................................ 6

2.4 Implications for L2 Learning and Teaching .................................................... 8

III. CHAPTER III : CONCLUSION .................................................................................. 9

IV. APPENDIX I .............................................................................................................. 2

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 CHAPTER I

INTRODUCTION

Second language acquisition, or SLA, has two meanings. In a general sense it is

a term to describe learning a second language. More specifically, it is the name of the
theory of the process by which we acquire - or pick up - a second language. This is
mainly a subconscious process which happens while we focus on communication. It can
be compared with second language learning, which describes how formal language
education helps us learn language through more conscious processes. For instance, a
learner studying in an English-speaking country may have more success due to the
language they acquire in their part-time job than with the language they learn in their
class. While in the classroom, implications for the language classroom include the ideas
that the teacher can create contexts for communication which facilitate acquisition, that
there is a natural order of acquisition of language, that there are affective filters which
inhibit acquisition, especially for adults, and that comprehensible input is very important.

There are some perspectives in viewing the study of second language

acquisition. It is on the area of linguistic, psychological, and social perspective. The
basic question of what exactly does the L2 learner come to know? how does the learner
acquire L2 knowledge? why are some learners more successful than others? will be
covered in uncovering SLA itself. There are significant differences of opinion within each
perspective as well as between them, depending on sub disciplinary orientations. While
there are some significant differences of opinion, and while there is much yet to
discover, there is also much that we now know about SLA. Our review of answers to
these questions will be followed by a discussion of what we know about the most
advanced state of L2 learning (or “near-native” competence), including what features
are likely to be mastered last, and how ultimate achievement levels relate to individual
and social goals. This paper will integrate findings from the three perspectives as much
as possible, but it is given greatest weight linguistic contribution in answer to what, to
psychological contribution in answer to how, and to social contribution in answer to why.

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 CHAPTER II

L2 LEARNING AND TEACHING

2.1 Features of second language acquisition

There are some features of second language acquisition that second language
learner come to know. The features are :

 A system of knowledge about a second language which goes well beyond what
could possibly have been taught. Second language acquisition is the process of
acquiring language capacity after another language (or languages) has already
been learned natively.
 Patterns of recurrent elements that comprise components of L2-specific
knowledge: vocabulary (lexicon), morphology (word structure), phonology (sound
system), syntax (grammar), and discourse (ways to connect sentences and
organize information).
 How to encode particular concepts in the L2, including grammatical notions of
time, number of referents, and the semantic role of elements
 Pragmatic competence or knowledge of how to interpret and convey meaning in
contexts of social interaction.
 Means for using the L2 in communicative activities: Listening Speaking, Reading,
Writing.
 How to select among multiple language systems and how to switch between
languages in particular social contexts and for Particular purposes.
 Communicative competence: all of the above plus social and cultural knowledge
required for appropriate use and interpretation of L2 forms.

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 2.2. The ways of L2 learners to acquire the second language

How does the learner acquire L2 knowledge? This question will be discussed
below:

 Innate capacity. Language learners are not merely passive recipients of

“stimuli”. There is a creative force involved in language development (and other
domains of learning) which must be an innate endowment.
 Application of prior knowledge. The initial state of L2 includes knowledge of L1
(and language in general), and the processes of SLA include interpretation of
the new language in terms of what knowledge. There is also application of what
has been acquired as part of general cognitive development, as well as of all
prior social experience.
 Processing of language input. The critical need for L2 input in SLA is agreed on,
although its roles in acquisition receive differential definition and weight in
accounts from alternative perspectives and orientations. The processing of input
in itself as a necessary factor in acquisition.
 Interaction. Processing of L2 input in interactional situation is facilitative, and
some think also causative, of SLA. Benefits come from collaborative expression,
modified input, feedback (including correction), and negotiation of meaning.
 Restructuring of the L2 knowledge system. SLA occurs progressively through a
series of systematic stages. Development of L2 knowledge does not manifest
itself in a smooth cline of linguistic performance but rather in one which
sometimes shows abrupt changes in the interlanguage system.
 Mapping of relationship or association between linguistic functions and forms.
L2 acquisition (like L1 acquisition) involves increasing reliance on grammatical
structure and reduced reliance on context and lexical items. This development is
driven by communicative need and use, as well as awareness of the probability
that a particular linguistic from represents a particular meaning.
 Automatization. Frequency and practice lead to automaticity in processing, and
they free learner’s processing capacity for new information and higher-order

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 performance needs. Automatization is an incremental achievement upon which
efficient and effective engagement in all language activities ultimately depends.

2.3. Factors affecting second language acquisition

It is quite observable that some learners learn a new language more quickly than
others, because they are successful by their strong determination, hard work and
persistence. Yet, some other learners are not very successful in learning a new
language, and it is obvious that there are some crucial factors influencing success,
which are mostly beyond the control of the learners. These factors are:

 Social context
The social background in which learners are constantly involved while learning a second
language, that is because learning occurs in a variety of contexts. It is important to point
out that society plays an important role in the process of second language learning.
Students' social context is determined by a set of social factors associated with their
social class, cultural level, home language, environmental language, ethnic and religious
context etc.
Features of social context which affect degree of success include the status of L1 and
L2, boundary and identity factors within and between the L1 and L2 speech
communities, and institutional forces and constraints. These macrosocial factors
influence L2 learning primarily because of their impact on attitude and opportunity.
 Social experience
Social experience plays a critical role in language acquisition. Quantity and quality of L2
input and interaction are determined by social experience, and both have significant
influence on ultimate success in L2 learning. Learners who have acquired general
knowledge and experience are in a stronger position to develop a new language than
those who haven't. The student, for example, who has already lived in 3 different
countries and been exposed to various languages and cultures has a stronger base for
learning a further language than the student who hasn't had such experiences.
 Relationship of L1 and L2
All languages are learnable, but not all L2s are equally easy to acquire for speakers of
particular L1s. Knowledge of L1 is an important component of all L2 competence in its
initial state, but the genetic, typological, and historical relationship of L1 and L2 will yield

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 differential possibilities for positive transfer of parameter setting and surface-level
features, including vocabulary and writing system.

 Age
Second language acquisition is influenced by the age of the learner. Younger learners
have brain plasticity, fewer inhibitions, weaker group identity, and more years to practice.
Children, who already have solid literacy skills in their own language, seem to be in the
best position to acquire a new language efficiently. Older learners have an advantage in
learning capacity, in analytic ability, in pragmatic skills, in greater L1 knowledge, and in
real-world knowledge. It is possible for older learners to achieve near-native competence
in a L2, but less likely. Older learners can be very successful too, but usually struggle to
achieve native-speaker-equivalent pronunciation and intonation.
 Aptitude
Aptitude in general is a talent. Aptitude can be considered as a talent in one individual
because it is a competency to do something. It can be mentally or physically depends on
the individual itself. Language aptitude ( Gordon, 1980; Lett & O’Mara, 1990) is the
potential that a person has for learning language. Learners differ in capacity to
discriminate and process auditory input, to identify patterns and make generalizations,
and to store linguistic elements in memory. In sum up, a person with high language
aptitude can learn more quickly and easily than that of low language aptitude.
 Motivation
Motivation is one of the most important factors in second language acquisition. Richards
(1985, p. 185) believes motivation as a factor that determines a person’s desire to do
something.
There are two types of motivation:
a) Integrative motivation: a learner studies a language because he is interested in the
people and culture of the target language or in order to communicate with people of
another culture who speak it.
b) Instrumental motivation: a learner’s goals for learning the second language are
functional and useful, for example they need the language to get a better job, to pass
tests, to enable him to read foreign newspaper, etc.
It is obvious that learners who want to learn are likely to achieve more than those who
do not.

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  Instruction
Its quality makes a difference in formal contexts of L2 learning

2.4 Implications for L2 Learning and Teaching:

Although we have seen that knowledge of L2 goes well beyond what can be consciously
learned and taught, we have also seen that (unlike L1) L2 acquisition usually requires
intentional effort, and that a number of individual and social factors strongly affect ultimate
outcomes. We cannot control most of these factors, but recognizing them can contribute to
efficiency and effectiveness in second language development. As a starting point, our findings
about SLA suggest the following general guidelines for L2 learning and teaching:

 Consider the goals that individuals and groups have for learning an additional language.
 Set priorities for learning/teaching that are compatible with those goals.
 Approach learning/teaching tasks with an appreciation of the multiple dimensions that
are involved: linguistic, psychological, and social.
 Understand the potential strengths and limitations of particular learners and contexts for
learning, and make use of them in adapting learning/teaching procedures.
 Be cautious in subscribing to any instructional approach which is narrowly focused or
dogmatic. There is no one "best" way to learn or teach a second language. –Recognize
achievement in incremental progress.

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 CHAPTER III
CONCLUSION

Linguistics perspective has focused primarily on what is learned. There are some things
we need to know before we learn a second language, they are the system of knowledge of L2,
the pattern, How to encode particular concepts in the L2, the pragmatic competence, means
for using the L2 in communicative activities, how to select among multiple language systems
and the communicative competence. Meanwhile, psychological perspective has focused on
how this knowledge is acquired. There are some ways of people to acquire second language.
Innate capacity, Application of prior knowledge, Processing of language input, interaction in
the society, Restructuring of the L2 knowledge system, Mapping of relationships or
associations between linguistic functions and forms, and Automatization. Finally, social
perspectives on why some learners are more successful than others. Social context, social
experience, relationship between L1 and L2, age, aptitude, motivation and interaction are
some factors which influence the second language acquisition. We cannot control most of
these factors, but recognizing them can contribute to efficiency and effectiveness in second
language development.