Elizabeth Irvin

Assignment 2

CISL 550

Feb. 14, 2017

). Part II: After reading Chapter 16, and the provided online resources : a. discuss non-linguistic factors
that affect second language acquisition (100 points). b. discuss Krashen's Monitor model (25 points) and
Cummins' BICS vs. CALP distinction

Part 1:

1. Compare and contrast first and second language acquisition

First Language acquisition, according to Why Tesol, accounts for the way a child acquires its

native language in order to comprehend and communicate. According to the text, there are

multiple stages in first language acquisition. During the phonological production stages found in

early childhood, children learn to identify sounds that are very different from each other,

beginning with the consonants, then vowels and later to syllable structure.

Next, children learn the acquisition of morphology where grammatical changes through different

versions of the tense forms. A later stage of morphology, first language learners are able to

produce and understand the derivational morphemes such as un, er and ly. First language

acquisition later goes on to explain the stages in syntax. This usually occurs around the age of

one where the length of words changes from one to two word utterances. Children at this stage

realize that there are different sounds for different words. This later evolves into multiple words

in syntax. Semantics is the last and the most confusing of the stages because it is hard to

understand by generalizing how children learn the first language vocabulary (2002).

The biggest difference between first language and second language is the early stages of L1 and

L2 occur at different ages in most cases. Second language learners are going to go through the

different stages of acquisition. For example, the early stages in the acquisition of morphemes for

L1 learners can occur as early as two, with L2 , it most likely will be delayed a year. Another
 difference would be that language learners will often take knowledge of their first language and

apply it to their acquisition of the second language which may cause them difficulty. Speakers

that are learning phonology, often utilize rules from their native language making the transfer of

phonics more difficult.

However, in the stages of semantics, first language and second language can be very similar in

the process of learning words. Often there is a generalization where children confuse words that

are similar to be a general superordinate such as animal and dog.

Part 2:

1a. discuss non-linguistic factors that affect second language acquisition

There are many factors that affect second language acquisition. Those factors include age, cognitive

styles, personality traits, and social psychological factors. Age becomes a factor in second language

acquisition because children who learn a second language show an increase in creating the proper

fluency and accent of the second language. In addition, children who are exposed to a second

language longer show a greater proficiency level. Next, cognitive styles are a factor to second

language acquisition because it examines the approach to solving a problem or working through

information. Cognitive styles show how it is closely related to their learning style which ultimately

affects the way they learn a second language. Personality traits such as impulsive behavior or one

that takes risks would show an increased importance when it comes to learning a second language.

It is also documented that extroverted learners can learn a second language faster than one that is

more backward in their personality. Lastly, social psychological factors change the way a child is

motivated or how their attitude shifts in the process of learning a second language. Children with

motivation of excelling through grade promotion and programs of study have an increased

motivation and therefore have an increase in positive learning a second language (2002).

2. discuss Krashen's Monitor model

Krashens Monitor model involves five sections which include acquisition vs. learning

hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis and the

affective filter hypothesis. In Krashens model, he shows how the environment or filter can affect

language learning. For example, when an environment is safe and secure, language learning has a

more positive occurrence. In an environment that is not safe and reflects anxiety, the filter is

increased where the learning is much more difficult or blocked. Each level of hypothesis reflects

a different hypothesis and the approach to applying to ensure children are learning.

In the second step, the input hypothesis, the model explains how learners acquire messages and

how they should be exposed to an increased level above their level of proficiency. The

application includes the use of different comprehensible inputs such as visuals and structures to

help them acquire within its context.

The monitor hypothesis involves the way one detects errors to ensure accuracy of learning.

Within this hypothesis, there are three levels, optimal, overusers and underusers. The application

of this step explains the importance of teacher model correctly and allowing time for children to

reflect and review their mistakes.

The Natural order hypotheses includes the importance of how grammar has structures and the

proper format of learning and occur gradual in the learning of second language learners. For the

application, children should learn to problem solve gradually and get the proper grammatical

curriculum slowly.

In the last section of his model, acquisition vs. learning says that learning is the knowledge of

rules of the language and acquisition is when those rules are acquired subconsciously. The

application of this last part of his model explains the communication is more important than

practice of drills. It also includes how partial or incomplete learning is acceptable in terms of

utterances (2002).
 3. Cummins' BICS vs. CALP distinction

Jim Cummins, a language expert developed two distinct types of language development ranging
from social interactions to academic content learning. BICS stands for basic interpersonal
communication skills that are formulated in social settings. With BICS, the time table is much
shorter for development because it is unstressed and informal but yet meaningful. Children develop
language development in settings such as a lunch room or playground and usually taking from six
months to two years to develop adequate communication skills. With CALPS or Cognitive academic
language proficiency, language develops academically through content driven lessons and strategies
of reading, writing, listening and speaking. The length it takes to be proficient within this type of
cognitive approach is much longer, taking up to ten years but primarily in the three to five years,
typically. Both are necessary but have completely different sides to the necessary communication
skills of a English language learner (Haines, nd.).

References

Ariza, E. N. (2002). Why TESOL?: theories and issues in teaching English as a second language

for K-12 teachers. Dubuque, IA: Kendall/Hunt Pub.

Haynes, J. (n.d.). Explaining BICS and CALP. Retrieved February 10, 2017, from

http://www.everythingesl.net/inservices/bics_calp.php