Second Language acquisition:

An Introduction

Universidad del Valle

Escuela de Ciencias del Lenguaje

Seminario de Lingüística Aplicada

Prof. Carlos Mayora

The learning of any language, to any level,

provided only that the learning of the ‘second’

language takes place some time later than the

acquisition of the first language.

Mitchell & Myles, 2004, p. 5

Definition

• Language

• Language knowledge

• Learning situation

• Learning Context

• Input

• Motivations (reasons to learn)

• SLA theories

Central Concepts

language

Central Concepts

Divine?

faculty? Sy

ste

m?

Hu

ma

n p

ro

pe

rty

?

Co

de

?

ability? Set of

rules?

Social tool?

So

cia

l c

on

str

uc

tio

n?

Representational quality?

Language

Lan

guag

e as system

as discourse

as ideology

Kumaravadivelu, 2006, p.4

Language knowledge

Pedagogic view

Knowledge Ability

Cognitive view Analysis Access

Mentalist view Competence Performance

Competence:

Implicit and unconscious knowledge of the

rules (phonological, morphological and

syntactic) that govern sentence formation and

interpretation in a language. The concept

comes from Chomsky’s view of language.

Language knowledge

Performance:

Actual sentences produced by real speakers in

concrete situations. It is affected by non-

linguistic conditions and thus not always

represents fully a speaker’s competence.

Language knowledge

Communicative competence:

A speaker’s ability not only to produce and

understand grammatically correct sentences,

but language that is socially acceptable and

situationally adequate. .

Language knowledge

Language knowledge

Components of communicative competence

according to Hymes (1972)

Linguistic

Pragmatic Sociolinguistic

Language knowledge C

om

po

nen

ts o

f co

mm

un

icat

ive

com

pet

ence

acc

ord

ing

to

Can

ale

and

Sw

aim

(19

83)

Grammatical

Sociolinguistic

Discourse

Strategic

Other central concepts and

conditions

Learning situation

Naturalist Instructed

Context Second

language learning

Foreign language learning

Input Authentic Modified

Motivation Integrative Instrumental

Ple

ase

no

tice

th

at t

hes

e n

oti

on

s ar

e cl

assi

c. R

ecen

tly,

th

ere

are

dif

fere

nt

and

new

er p

ersp

ecti

ves

in e

ach

of

thes

e co

nce

pts

as

we

will

see

late

r in

th

is c

ou

rse.

Naturalistic SLA

The learning/acquisition of the target language

occurs in a natural environment, through

abundant exposure to the language and

interactions with native speakers and without

formal teaching.

Learning situation

Instructed SLA

The learning/acquisition of the target language

occurs in an educational setting, through

deliberate teaching and according to a

curriculum.

Learning situation

Second language context

The target language is spoken by the majority

of speakers in the community where the

learning takes place; i.e.: learning French in

France or Portuguese in Brazil.

Context

Foreign language context

There is limited access to speakers of the

target language; i.e.: learning French in

Colombia or English in Italy.

Context

Authentic input

Language samples that are produced in the

course of real communication and for real

purposes other than teaching.

Input

Modified input

Language samples that are deliberately

simplified in order to render the language more

easy to understand. It can be modified for

teaching purposes (textbooks and other

instructional materials), or when a native

speaker of the target language interacts with a

beginner non-native speaker (foreigner talk).

Input

Integrative

When learners are moved to learn the

language for personal or affective reason such

as I really like English; I think the Japanese

culture is very interesting and so on.

Motivation

Instrumental

When learners are moved to learn the

language for practical reasons, such as getting

a better job, higher studies or a promotion.

Motivation

Other central concepts and

conditions

Learning situation

Naturalist Instructed

Context Second

language learning

Foreign language learning

Input Authentic Modified

Motivation Integrative Instrumental

Other central concepts and

conditions

Learning situation

Naturalist Instructed

Context Second

language learning

Foreign language learning

Input Authentic Modified

Motivation Integrative Instrumental

SLA Theories

Perspectives (discipline or epistemology)

Innatists Critical period hypothesis

Universal Grammar

Cognitive

Krashen’s 5 hypothesis model

Information processing model

Analysis and accessibility model

Noticing

Social

Perception and attitudes based models

Interaction hypothesis

Socio constructive models

References

Gass, S. & Selinker, L. (2008). Second language acquisition:

An introductory course. New York: taylor & Francis.

Mitchell, R. & Myles, M. (2004). Second language learning

theories (2nd ed.). New York: Hodder Arnold.

Kumaravadivelu, B. (2006). Understanding language teaching.

From method to postmethod. London: Lawrence Erlbaum

Associates.