Methods and Approaches to Second Language Learning
SECOND LANGUAGE- A language other than the mother tongue that a person or community uses.
Second Language: if the nonnative language is acquired or learned already.
Foreign Language: if we are not familiar yet with the new language.
Second Language Acquisition: Picking up second language in mainly a subconscious process which
happens while we focus on communication. A naturalistic setting.
Second Language Learning: There’s language education to help learn language in a conscious
processes. A formal classroom setting.
BENEFITS OF SECOND LANGUAGE LEARNING
It increases brain health.
It can provide better job opportunities.
It improves cognitive ability of a person.
One can experience new cultures.
It increases attention abilities.
It affects one’s way of seeing the world.
2 FACTORS AFFECTING SECOND LANGUAGE LEARNING
1. Internal factors
2. External factors
INTERNAL FACTORS- Are those that the individual language learner brings with him or her to the
particular learning situation.
1. Age
2. Motivation
Intrinsic motivation is correlated strongly with educational achievement students who
enjoy language learning and take pride in their progress will do better than those who don’t.
Extrinsic motivation is a behavior driven by a desire to receive external rewards. ESL
student who need of learn English in order to take a place at an American University or to
communicate with a new English boy/girlfriend are likely to make greater efforts and greater
progress.
3. Experiences
4. Cognition
5. Native Language
EXTERNAL FACTORS- are those that are characterize the particular language learning situation.
1. Curriculum
2. Instructions
3. Culture and status
4. Motivation
5. Access to Native Speakers
COMPARISON BETWEEN FIRST AND SECOND LANGUAGE
L1 L2
OVERALL SUCCESS Children normally achieve perfect Adult learners are unlikely to
first language mastery achieve perfect second language
mastery.
GENERAL FAILURE success is guaranteed Complete success is rare.
VARIATION has a little variation in degree of Second language learners vary in
success or route overall success and route.
GOALS Target language competence Content with less than target
language competence concerned
with fluency than accuracy.
INTUITIONS children develop clear intuitions Often unable to form clear
about correctness grammaticality judgments.
INSTRUCTION Instruction is not needed instruction is helpful or necessary
NEGATIVE EVIDENCE Correction are not found and not correction are generally helpful or
necessary in first language necessary in second language
acquisition, learning.
AFFECTIVE FACTORS Affective factors are not involved affective factors play a major role
in first language acquisition, in determining proficiency.
SECOND LANGUAGE ACQUISITION TEACHING METHODS
a. Grammar-Translation - Karl Plotz
Student memorizes words, inflected words, and syntactic rules and uses them to translate from
native to target language and vice versa.
b. Direct Method - Lambert Sauver & Maximilian Berlitz
Native language is not used at all in the classroom, and the student must learn the new language
without formal instruction.
c. Audio-Lingual - Charles Fries & Robert Lado
Army Method requires heavy use of dialogs and audio. Based on the assumption that language
learning is acquired mainly through imitation, repetition, and reinforcement.
d. Natural Approach - Tracy Terrell & Stephen Krashen
Emphasis on vocabulary and not grammar. Focus on meaning, not form. Use of authentic materials
instead of textbook.
e. Silent Way - Caleb Gattegno
Teachers remain passive observers while students learn, which is a process of personal growth. No
grammatical explanation or modeling by the teacher.
f. Total Physical Response - James Asher
Students play active role as listener and performer, must respond to imperative drills with physical
action.
g. Suggestopedia - George Lozanov
Students always remain comfortable and relaxed and learn through memorization of meaningful
texts, although the goal is understanding.. use music during the process of learning.
h. Community Language Learning - Charles Curran
Materials are developed as course progresses and teacher understands what students need and
want to learn. Learning involves the whole person and language is seen as more than just
communication.
i. Communicative Language Teaching - Michael Halliday
Incorporates all components of language and helps students with various learning styles. Use of
communication-based activities with authentic materials, needs of learner are taken into
consideration when planning topics and objectives.
FIRST LANGUAGE ACQUISITION THEORIES
LANGUAGE - Human system of communication that uses arbitrary signals, such as voice sounds, gestures
or written symbols.
LANGUAGE ACQUISITION - process by which humans acquire the capacity to perceive and comprehend
language, as well as to produce and use words and sentences to communicate. It involves
structures, rules and representation.
FIRST LANGUAGE ACQUISITION - Studies infants’ acquisition of their native language or mother tongue
First Language Acquisition Stages
1. Pre-talking Stage: (0-6 months)
form of involuntary crying, cooing and gurgling-sounds showing satisfaction, comfort or
discomfort.
2. Babbling stage: (6-8 months)
start producing sounds like ba-ba-ba and ga-ga- ga.
3. Holophrastic stage: (9-18 months)
produce a few, single words and many sounds that will sound familiar from the babbling
stage.
4. Two-word stage: (18-24 months)
children start speaking in sentences made by combination of two words, e.g. ‘baby chair’,
‘mommy eat’.
5. Telegraphic stage: (24-30 months)
children start producing multiple word sentences, e.g. ‘cat drink milk’, ‘daddy go bye-bye’.
6. Multiword stage: (30+ months)
children start speaking complete sentences. They ask questions, give commands, narrate
events etc.
4 Theories of First Language Acquisition
BEHAVIORISM
INNATENESS
COGNITIVE
INPUT/INTERACTIONIST
