Lecture seven: Reflection

 

In this lecture, we discussed many aspects of second language acquisition. It was a valuable and rich lecture with its content. Those aspects are SLA theories, multiple perspectives in SLA, diversity in learners, language acquisition stages, language transfer, contrasts between L1 and L2, and the psychology of SLA. In this essay, I will dig deeper into the aspects and explore them further.

First, according to Troike (2006), a second language is the language that people learn after their first language. It does not matter if it is the third or fourth; it is for any language after the first language. Learning a second language includes formal and informal language contexts. Formal learning, such as language classes. Informal learning, such as communication with natives (Troike, 2006).

Second language acquisition theories concerning the language field in different angles. Krashen (1982) stated that to acquire a language, it is important to have a comprehensible input beyond the learner’s level (i+1). Also, the monitor hypothesis that activated after acquiring a language and starts to monitor learner’s performance (Krashen, 1982). Next, Troike (2006) mentioned that Selinker’s theory for interlanguage is about the influence of L1 knowledge on L2. For example, overgeneralization, learning, and communication strategies. For universal grammar, according to Troike (2006), Chomsky illustrated that children are born with a language acquisition device in their heads. Children could use this device to develop second language acquisition (Troike, 2006).

There are multiple perspectives in secondary language acquisition. Perspectives are linguistic, psychological, and social. According to Troike (2006), linguistic concerns about the universal principles of language and the differences between L2 and L1 include internal grammar. Psychological focuses on the processes of cognitive ability, for example, memory and brain mechanisms. Social perspective is about social interactions, beliefs, and identity of the learner (Troike, 2006).

All the learners have the same learning stages, but not the same contexts. Troike (2006) states that factors such as age of acquisition, motivation, identity, L1 background have an impact on the learning process. Age of acquisition affects learners’ pronunciation if it occurs at an early age, but also affects learner’s rate in learning if the learners are older (Troike, 2006).

Second language acquisition consists of three main stages. Troike (2006) mentioned the stages, which are the initial, intermediate, and final stages. The initial stage uses innate abilities such as L1 knowledge and social skills. The intermediate stage is about the development of the linguistic system influenced by input and interaction. Finally, the final stage is about reaching the learner for a native-like level (Troike, 2006).

Language transfer is about L1 influencing L2 structures. According to Troike (2006), language transfer has two main types, positive and negative transfer. The positive one for the similar structures between L1 and L2. On the other hands, negative transfer causes errors because of the different structure in L1 and L2 (Troike, 2006)

L1 and L2 have different learning features. Troike (2006) stated that acquiring L1 at early age, but for L2 is often after puberty. For input, in L1 it is important to be direct, but for L2 it can be passive. There is no need for instructions for L1, but it is essential for L2. Social factors has less impact when it is L1, but it is vital when it comes to L2 (Troike, 2006).

Psychology of second language acquisition. It focuses on brain and cognitive abilities and individual differences.  According to Troike (2006), brain mechanisms in the left hemisphere have most functions, such as grammar, vocabulary, and pronunciation. The right hemisphere has metaphor, emotion, and intonation functions. Individual differences for learners’ aptitude, cognitive style, and learning techniques. Aptitudes represent the learner's ability to learn a language. For example, phonemic coding and grammatical sensitivity abilities. Cognitive styles is the favorite style to learn, whether it is social and context-focused or analytical and detail-oriented. Finally, learners use different learning techniques to make the learning process easier. Cognitive technique includes imagery and repetition. The metacognitive technique has planning and monitoring strategies. Lastly, the social-affective technique by asking for help and self-talk (Troike, 2006).

As a final note, second language acquisition has many factors that affect the learning journey based on the learner’s circumstances. Although there are many factors that affect learning L2, eventually the learner can achieve the goal of learning the desired language, especially if he/she did their best and did not give up.

 

 

 

 

REFERENCES

Saville-Troike, M. (2006). Introducing second language acquisition. (2nd ed). Cambridge University Press.