CHAPTER 14

Second Language
Acquisition

LTG202 SU 2025
 Introduction to Second Language
01 Acquisition

02 Interactive Activities for SLA

CONTENTS
03 Conclusion and Reflection

Additional Resources and Further

04 Reading
 01
Introduction to Second
Language Acquisition
Definition and Context of SLA

Distinction Between L1 and L2 Acquisition

In first language acquisition, children naturally develop language skills through constant interaction and exposure in their early years.
However, in second language acquisition, individuals typically encounter the language much later in life, often in a classroom setting with
limited exposure and interaction.
For example, a child learning their native language is immersed in it 24/7, whereas an adult learning a second language might only have a
few hours of class per week, making the acquisition process fundamentally different and more challenging.

Foreign Language vs. Second Language Settings

When students learn a language that is not spoken in their surrounding community, such as Japanese students learning English in Japan, it is
referred to as learning a foreign language (EFL). In contrast, when they learn a language spoken in the community, like Japanese students
learning English in the USA, it is called learning a second language (ESL).
The key difference lies in the level of exposure and the opportunities for real- life practice. EFL learners may struggle due to the lack of
authentic language use outside the classroom, while ESL learners have more chances to interact with native speakers and use the language in
daily life.
Goals of SLA: Becoming Bilingual

The ultimate goal of SLA is to achieve bilingualism, which means being proficient in two languages. This can bring multiple benefits, such as better
linguistic skills, more secure personal identities, and greater self- esteem.
For instance, dual- language or dual- immersion programs have shown success in promoting additive bilingualism, where learners maintain their
heritage language while acquiring a second language, leading to positive outcomes in both languages and personal development.
Factors Affecting SLA
Age Factor and Critical Period Hypothesis
It is often observed that after the critical period for language acquisition, around puberty, it becomes more difficult for adults to
fully acquire another language. This is because the inherent capacity for language is increasingly dominated by the first
language (L1), making it harder to receive and internalize the features of the second language (L2).
However, research also shows that early teens can be more effective L2 learners in the classroom than younger children. The
optimal age for classroom learning may be between ten and sixteen, when the flexibility of language capacity has not been
completely lost and cognitive skills have matured enough for effective analysis of the L2.

Affective Factors and Emotional Barriers

Affective factors, such as self- consciousness, lack of empathy with the other culture, and negative classroom experiences, can
create significant barriers to SLA. Teenagers, in particular, may feel more self- conscious and unwilling to produce different
sounds of another language, which can inhibit their learning process.
On the other hand, learners with positive traits like self- confidence, low anxiety, and a positive self- image are more likely to
overcome difficulties and succeed in language learning. For example, a learner who is not afraid of making mistakes and is
willing to take risks in using the L2 will tend to improve more quickly.

Motivation and Its Types

Motivation is a crucial factor in successful L2 learning. There are two main types of motivation: instrumental motivation, where
learners want to achieve a specific goal such as completing a graduation requirement or reading scientific publications, and
integrative motivation, where learners want to learn the L2 for social purposes and to become part of the community using that
language.
Motivation can also be a result of success in L2 communication. A supportive language- learning environment that encourages
learners to use their L2 skills for successful communication, rather than focusing on errors and corrections, can enhance their
motivation and learning outcomes.
Teaching Methods in SLA

The Audiolingual Communicative Approaches and

The Grammar–Translation Method
Task-Based Learning
Method
The grammar–translation method is a traditional The audiolingual method, popular in the mid- Communicative approaches focus on the functions of
approach that treats L2 learning like any other twentieth century, emphasizes spoken language and language rather than its forms. Classroom lessons are
academic subject. It focuses on memorizing the development of language “habits” through organized around real- life communication tasks, such
vocabulary lists and grammar rules, with an emphasis repetitive drills. It involves systematic presentation of as asking for things in different social settings, to
on written language rather than spoken language. L2 structures, moving from simple to complex, and emphasize the use of language for meaning.
extensive practice in language labs.
While this method has produced many successful L2 Task- based learning is a type of communicative
Although this method was highly effective in intensive
users over the centuries, it often leaves students approach that creates opportunities for students to
foreign language programs, such as those for military
unable to use the language effectively in real- life interact with each other in small groups or pairs to
personnel, it has been criticized for its artificiality and
conversations. For example, students may achieve complete tasks and solve problems. This method has
lack of resemblance to real spoken language
high grades in French class through this method but been shown to improve learners’ fluency and overall
interaction. Moreover, it can be monotonous and
still struggle to understand how the French actually L2 use by providing meaningful and goal- oriented
boring for learners.
use their language in France. language practice.
Learner-Centered Perspectives

Error Analysis and Input, Output, and

Transfer and Its Impact
Interlanguage Communicative Competence
In recent years, there has been a shift from focusing on the Transfer, also known as crosslinguistic influence, occurs Input, which refers to the language learners are exposed to, must be
comprehensible to be beneficial for L2 learning. Foreigner talk, where
teacher and the method to focusing on the learner and the when learners use sounds, expressions, or structures from
native speakers simplify their language for non- native speakers, can
acquisition process. One significant change is the their L1 when performing in the L2. Positive transfer can provide comprehensible input for immediate communication and
acceptance of “errors” as a natural part of L2 learning. help learners when the L1 and L2 have similar features, language learning.
These errors can be seen as indications of the active while negative transfer can lead to difficulties and Negotiated input, which occurs through interaction and requests for
learning progress being made by the learner. misunderstandings. clarification, is another important aspect of L2 learning. It allows learners
to receive input that is tailored to their needs and level of understanding.
The concept of interlanguage refers to the in- between The impact of negative transfer is usually greater when the Additionally, the opportunity to produce comprehensible output in
meaningful interaction is crucial for developing L2 ability.
system used by L2 learners, which contains aspects of both L1 and L2 are very different, making it more challenging for Communicative competence involves the ability to use language
the L1 and L2 but has its own rules and variability. This learners to acquire proficiency in languages that are accurately, appropriately, and flexibly. It includes grammatical

system is the basis of all L2 production and can develop dissimilar to their native language. However, negative competence, sociolinguistic competence (knowing when and how to use
language in different social contexts), and strategic competence (the
into more effective communication given appropriate transfer tends to decrease as learners become more
ability to compensate for communication difficulties using various
conditions. familiar with the L2. strategies).
 02
Interactive
Activities for SLA
Activity 1: Language Learning Experiences Sharing

Group Discussion on Personal Language Identifying Factors in Their Own Learning

01 02
Learning Journeys Process
Divide students into small groups and ask them to share Based on the content covered in the previous
their personal experiences with learning a second language. sections, ask students to reflect on their own language
Encourage them to discuss the challenges they faced, the learning process and identify the factors that have
strategies they used, and any successes they achieved.
influenced their progress. They can consider aspects
After the group discussions, have each group present a such as age, motivation, teaching methods, and
summary of their key points to the class. This activity will affective factors.
help students understand the diverse experiences and Have students write a short paragraph about their
factors involved in SLA and foster a sense of community reflections and share it with a partner. This will
and shared learning. encourage self- awareness and a deeper
understanding of the factors that affect SLA.
Activity 2: Role-Playing Scenarios

Simulating Real-Life Language Use Situations

Have the pairs perform

their role- plays in front of
Prepare a set of role- playing This activity will provide
the class. After each
scenarios that involve using
performance, ask the students with an
the second language in
different social contexts, class to discuss what they opportunity to practice
such as ordering food in a observed in terms of using the L2 in a more
restaurant, asking for
language use, authentic and interactive
directions, or making a
communication way, while also allowing
phone call. Assign each
strategies, and any errors them to analyze and
scenario to a pair of students
and give them a few minutes or challenges faced by learn from each other’s
to prepare. the performers. performance.
Activity 3: Error Analysis and Feedback
Provide students with a set of sample sentences or short texts containing
common errors made by L2 learners. These errors can be related to grammar,
vocabulary, or pronunciation.

Ask students to work in pairs to identify the errors, discuss the possible
reasons for them (such as transfer from the L1), and suggest corrections or
alternative ways to express the same meaning.

Analyzing Sample Errors and Providing

Feedback
After the pairs have completed their analysis, have them share their findings
with the class. This activity will help students develop their error analysis skills
and a deeper understanding of the interlanguage system and transfer
phenomena.

Additionally, it will encourage peer feedback and collaborative learning, as students can learn from
each other’s insights and perspectives.
Activity 4: Creating Comprehensible Input and
Output
Divide students into groups and ask them to create their own interactive
language tasks or activities that involve both input and output. These tasks
1 should be designed to provide comprehensible input to the learners and give
them opportunities to produce comprehensible output in meaningful
interactions.

Examples of tasks could include information gap activities, where students

2 have to exchange information to complete a task, or problem- solving
activities that require collaboration and communication in the L2.

Designing Interactive Language Tasks

Have each group present their task to the class and explain how it
incorporates the principles of comprehensible input and output. Then, have
3 the other students try out the tasks and provide feedback on their
effectiveness and enjoyment.

This activity will not only reinforce the concepts of input and output but also
4 encourage students to think creatively and take ownership of their learning
by designing their own language learning activities.
Activity 5: Communicative Competence Challenge
Role-Playing with Focus on Sociolinguistic and Strategic
Competence

01 02 03
Create a series of role- playing Assign each scenario to a pair of After the role- plays, have the
scenarios that require students to students and give them some class discuss how well the
use their sociolinguistic and time to prepare. Encourage them students demonstrated their
strategic competence in addition to think about the appropriate communicative competence in
to their grammatical competence. language use in the given context terms of using language
For example, they could be asked and to employ communication appropriately and effectively. This
to handle a situation where they strategies to overcome any activity will help students practice
need to politely decline an difficulties. and develop their overall
invitation, negotiate a price, or communicative competence in the
explain a concept they don’t fully L2.
understand.
 PART.03
Conclusion and
Reflection
Powerpoint Design
Summary of Key Concepts and Takeaways

01 02
Recap of SLA Factors and Importance of Learner-
Teaching Methods Centered Perspectives
Review the main factors affecting second language Reiterate the significance of focusing on the learner
acquisition, including age, affective factors, motivation, and and the acquisition process, as opposed to solely
teaching methods. Emphasize the importance of relying on traditional teaching methods and materials.
understanding these factors in order to develop effective Discuss how understanding interlanguage, transfer,
language learning strategies and support learners in their
and the role of input and output can contribute to
journey towards bilingualism.
more effective language learning and teaching.
Summarize the different teaching methods discussed, such
Remind students that errors are a natural part of the
as the grammar–translation method, the audiolingual
learning process and that developing communicative
method, communicative approaches, and task- based
competence involves not only grammatical accuracy
learning. Highlight the strengths and limitations of each
method and the shift towards more learner- centered and but also sociolinguistic and strategic skills.

communicative approaches in recent years.

Reflection on Personal Learning and Future Goals

01 02
Individual Reflection on SLA Insights Setting Personal SLA Goals

Ask students to take a few minutes to reflect on what they have Based on their reflections, ask students to set personal goals for
learned about second language acquisition during the lesson. Have their second language acquisition. These goals can be related
them consider how this knowledge can inform their own language to improving specific language skills, overcoming particular
learning journey and any future teaching or learning endeavors they
challenges, or exploring new learning strategies.
may pursue.
Encourage students to write a short reflection on their thoughts and Have students share their goals with a partner or in a small
insights. They can think about what they found most interesting or group to provide mutual support and encouragement. This
surprising, any new strategies they would like to try, and how they can activity will help students take ownership of their learning and
apply the concepts discussed to their own language learning or stay motivated in their pursuit of bilingualism.
teaching practice.
Additional Resources and
Further Reading
Recommended Readings and Online Materials

01 02

Online Resources and Language Learning

Academic Articles and Books on SLA Platforms
Provide a list of recommended academic articles and books that delve deeper Share a selection of online resources and language learning platforms that offer
into the theories and research on second language acquisition. These resources additional practice, interactive activities, and support for L2 learners. These can
can include works by prominent scholars in the field, such as Stephen Krashen, include websites, mobile apps, and online communities where students can
Michael Long, and Rod Ellis. engage with native speakers and other learners.
Briefly describe the main topics and contributions of each recommended Explain how these resources can complement their classroom learning and
reading to help students choose the ones that align with their interests and provide opportunities for more authentic and diverse language use.
learning goals.
Opportunities for Practice and Interaction

Language Exchange Programs and Conversation

Community Events and Cultural
Partners Activities
Inform students about language exchange programs Highlight local community events, cultural activities, and
and opportunities to find conversation partners, language clubs that offer immersive experiences and
either in person or online. These programs can opportunities to practice the L2 in a social context. These
events can provide learners with a better understanding of
provide valuable practice in using the L2 in real- life
the cultural aspects of the language and enhance their
interactions and help learners improve their speaking motivation to learn.
and listening skills.
Suggest that students attend these events and actively
Encourage students to participate in such programs
participate in the activities to enrich their language learning
and share any available resources or platforms where experience and build connections with native speakers and
they can find language exchange partners. other language enthusiasts.
2025
THANK YOU!

LTG202 SU 2025