FACTORS INFLUENCING

SECOND LANGUAGE
ACQUISITION
Group 6
Đoàn Thị Nhật Lệ
Lê Thị Trang
Nguyễn Đỗ Thùy Dương
Vũ Thùy Dung
Minh Ngọc
 TABLE OF CONTENT
I Attitude

II Motivation

III Aptitude

IV Individual variation

V Age Differences

VI Routines and Patterns

The Definition of Second Language Acquisition
•Acquisition is basically another word for learning. However, it is
sometimes used for different use and meaning such in second language
acquisition
•The definition of second language acquisition (SLA) and learning is learning
and acquisition of a second language once the mother tongue or first
language acquisition is established. SLA is the process of learning other
languages in addition to the native language.
•For instance, a child who speaks Vietnamese as the mother tongue starts
learning English when he starts going to school. English is learned by the
process of second language acquisition. In fact, a young child can learn a
second language faster than an adult can learn the same language.
 I
Attitude
1. What is attitude

● Ellis (1985, p. 292) clarifies that attitude is sets of beliefs

about factors as the target language culture, their own
culture and, in case of classroom learning, of their teachers,
and the learning task they are given.
● Language attitudes are the attitude which speakers of
different languages have toward others’ languages or to
their own language.
2. Types of attitude

Gardner and Lambert have investigated a number of different

attitudes, which were classified by Stern (1983, p. 376-7) into three
types:

1) attitudes towards the community and people who speak L2,

2) attitudes towards learning and language concerned,

3) attitudes towards languages and language learning in general

3. Conclusion

● Certain personality characteristics and general interest in

foreign languages of learners can influence them in a positive
or negative way.
● It is also important how they feel about learning a particular
language in a particular course and from a particular teacher.
● It is obvious that learners who have positive attitudes learn
more, but also learners who learn well acquire positive
attitudes.
 II
Motivation
1. What is motivation

● Motivation is one of the most important factors in second

language acquisition.
● Goals, desires, aspirations
● It is obvious that learners who want to learn are likely to
achieve more than those who do not.
2. Types of motivation
● Integrative motivation: a learner studies a language because he
is interested in the people and culture of the target language or
in order to communicate with people of another culture who
speak it.
● Instrumental motivation: a learner’s goals for learning L2 are
functional and useful, for example they need the language to
get a better job, to pass tests, to enable him to read foreign
news paper, etc
=> It has been stated that learners can be influenced by both types
of motivation
 3. Phases of a process-oriented model of motivation
(Dornyei (2001))
1) Choice motivation: getting started and setting goals
2) Executive motivation: carrying out the necessary tasks
to maintain motivation
RETROU
3) Motivation retrospection: appraisal of and reaction to
learners' performance
3. Các giai đoạn của mô hình động lực theo định hướng quá trình (Dornyei (2001))
1) Động lực lựa chọn: bắt đầu và thiết lập mục tiêu
2) Động lực điều hành: thực hiện các công việc cần thiết để duy trì động lực
3) Hồi tưởng về động cơ: đánh giá và phản ứng với kết quả hoạt động của người học
4. Motivation in the classroom
Motivated students love the subject and participate actively in class
Teachers play a major role in motivating students
Cultural and age differences play a role in motivation
Các chiến lược tạo động lực của giáo
Teachers' motivational strategies: viên:1. Giáo viên nghị luận: khơi dậy sự
chú ý2. Cơ cấu tham gia: làm việc nhóm /
1. Teacher discourse: arousing attention cặp3. Thiết kế hoạt động: thi đấu cá nhân
/ đồng đội4. Khuyến khích hồi cứu tích
2. Participation structure: group/pair workcực: tự đánh giá
3. Activity design: individual/team competition
4. Encouraging positive retrospective: self-evaluation
 III
Aptitude
1. What is Aptitude (According to supporters)
- Aptitude is a stable factor which can be considered as a
talent or ability in one individual because it is a
competency to do something
- In L2: Aptitude refers to the ability to learn quickly
- It is hypothesized that a learner with high aptitude may
learn with greater ease and speech.( But other learners
may also be successful if they persevere)
2. Factors in language aptitude

Carroll identified four factors in language aptitude: (Carroll

and Sapon’s Modern Language Aptitude Test (1959) )
- Phonemic coding ability,
- Grammatical sensitivity,
- Inductive language learning ability
- Rote learning ability Khả năng mã hóa ngữ âm,
Độ nhạy ngữ pháp,
Khả năng học ngôn ngữ quy nạp
Khả năng học vẹt
3. Aptitude tests
Modern Language Aptitude Test (MLAT) and Pimsleur Language
Aptitude Battery (PLAB) tests widely used as aptitude measures
Test components:
- Identify and memorize new sounds
- Understand the function of words in sentences
- Figure out grammatical rules from language samples
- Remember new words
4. Example of the Aptitude test (Pimsleur battery)

shi gader le= the horse sees father

shi gader la= the horse saw father
be = carries
Q. How do you say "The horse carried father"?
1. shi gader be
2. shi gader ba
3. gade shir be
4. gade shir ba
=> There are several reasons for hypothesizing, however, that
the kind of linguistic competence tapped by aptitude tests is
language learning and not language acquisition
- MLAT and PLAB tests used during the grammar translation and
audio-lingual approaches
- MLAT and PLAB tests were considered irrelevant by researchers
when CLT approach came to life
=> Several empirical studies confirm that aptitude measures
relate to "classroom skills" better than they relate to
"communication skills".
 - A single teaching approach cannot benefit all learners
- Learners with different learning aptitude profiles to be offered
different teaching activities
- Three different types of instruction: deductive, inductive and
structural (Erlam 2005)
+ Inductive instruction: learners receiving no grammar
instruction and figured out different meanings
+ Deductive instruction: learners receiving explicit rule-based
grammar instruction and practiced the rules
+ Structured instruction: learners received explicit rule-based
+ grammar instruction
Hướng dẫn quy nạp: người học but
khôngdid
đượcnot produce
hướng target
dẫn ngữ pháp và tìmforms
ra các nghĩa khác nhau+
Hướng dẫn suy luận: người học nhận được hướng dẫn ngữ pháp dựa trên quy tắc rõ ràng và thực hành
các quy tắc+ Hướng dẫn có cấu trúc: người học nhận được hướng dẫn ngữ pháp dựa trên quy tắc rõ ràng
nhưng không tạo ra các dạng mục tiêu
- Learners in deductive instruction benefited the most
- People with very good academic performance, may find
foreign language learning difficult
- Some people have problems with certain language skills in
their own language
- The secret to success is to find the appropriate instructional
approach to meet the needs of learners with a variety of
aptitude profiles
- There are exceptional learners who learn a foreign language
within a few weeks
5. Conclusion
=> Learners relate to different means of developing
ability in L2: acquisition and learning
=> Having high aptitude makes you a good learner but
not necessarily a good acquirer. This may be an asset
but it is certainly not sufficient for success in second
language acquisition.
=> On the other hand, a high aptitude does seem to
predict success in a language classroom which is
grammar-based and on tests that demand grammatical
analysis rather than real communicative ability.
 IV
Individual Monitor use
variation
4. Individual Variation

Monitor use
Monitor
under-users

The
Monitor
optimal
over-users
Monitor
1. Monitor over-users

Definition: Monitor over-users are

those who monitor all the time
(Krashen & Terrell, 1983)
They are constantly checking their
output with their learned conscious
knowledge of the second language.
1. Monitor over-users Grammar?
Pronunciation?
=> speaking hesitantly, often
self-correct in the middle of
utterances, and being so
concerned with correctness that
they have difficulty speaking
with any real fluency.
1. Monitor over-users
2 Causes
1. Grammar classes
Over- use may derive from
learning without acquisition
Someone who has only had formal
exposure to a second language in
grammar-based classes may have
very little acquisition to rely on
and may have no choice but to be
an over-user.
1. Monitor over-users

2 Causes
2. Related to personality
These over-users are people who have acquired at least some of the
grammar of their second language but have no faith in their acquired
competence.
=> An English acquirer, spoke very little "because she tried to remember
and use grammar rules before speaking (Stafford and Covitt)
2. Monitor under-users

Definition: Monitor under-users are second language performers who

do not seem to use the Monitor to any extent, even when conditions
encourage it.
Such performers, like first language acquirers, appear to be uninfluenced
by most error corrections.
2. The optimal Monitor
“Feel”

“Sound”

- Under-users do not rely on conscious rules, but only on acquisition.

- Stafford and Covitt point out that under-users often feel "grammar is
the key to every language", even if they hardly use, consciously, any
of the rules themselves.
3. The optimal Monitor

Definition: The optimal Monitor

user is the adult second language
performer who uses the Monitor
when it is appropriate
3. The optimal Monitor
In normal conversation
where the focus is on
communication and when there
is little time, the optimal user
will not be excessively
concerned with applying
conscious rules to performance.
In writing, and in planned speech
when there is time, optimal users
will make whatever corrections
possible to raise the accuracy of
their output.
4. Comparison
Speaking Writing
Monitor over-users

Monitor under-users

The optimal Monitor

- An over-emphasis on conscious grammar has the undesirable

result of encouraging over-use of the Monitor.
- Completely eliminating grammar robs our students of the
chance to use conscious learning as a supplement to acquisition.
=> Encourage to be optimal Monitor users
 V The effect of
Age
Differences age on SLA
Children Adult

Ultimate Faster
attainment
A. Adults are faster attaining second language
proficiency than younger children

Getting more comprehensible input

helps adults be superior in early stages
Three ways

1. Older acquires: “managing the

conversations”, controlling input and
making it comprehensible
=> more adept at getting the native
speakers to modify the input.
Ex: ask for help, change topic,..
Three ways
2. Ability to “beat the silent period” contributes to
older acquirers speed in initial stages.
(Done by using L1 rules, replying on the Monitor
repair)
=> Allows adults to outperform their competence
* Drawback: Requires constant attention to form,
constant mental gymnastics
Three ways

3. Older acquirers have a greater knowledge

of the world.
With the same message and equal linguistic
competence, adults will comprehend quickly
and deeply
B. Concerning ultimate attainment, children are
better than adults due to affective factors

Affective variables have two effects on SLA:

People with “right" attitude (high motivation, self
confidence, low anxiety) will:
● Be more prone to interaction => get more input
● Have a lower affective filter
Puberty may be turning point for ultimate success
in SLA
At puberty, the Affective Filter increases in
strength dramatically while affective variables do
have effect on SLA before puberty
=> Not strong enough to limit ultimate attainment
in children
Puberty may be turning point for ultimate success
in SLA
+ Affective changes at puberty (Elkind)
● Adolescents: self- centered, preoccupied with their own
appearance and behavior
● => the constant scrutiny of other people => feelings of
vulnerability
Increased ability to think abstractly => better at
conceptualizing others’ thought
● However, they concerns their behavior when making errors
=> Hypersensitivity and self consciousness
 Conclusion

Over the long run, children acquire more not learn more
The age differences in ultimate attainment are some cases not large
Alternative Resources
 Routines &
VI Patterns
1. ROUTINES

Definition Example
Sentences or phrases that are "How are you?"
memorized wholly. "Where is your hotel?"
First Announcement

Mercury is the closest planet to

the Sun and the smallest one in
the Solar System—it’s only a bit
larger than the Moon
Second Announcement

Neptune
It’s the fourth-largest planet by
diameter in the Solar System

Jupiter Mars
It’s a gas giant and the biggest Despite being red, Mars is
planet in the Solar System actually a cold place
Second Announcement

Jupiter Neptune Mars Venus

Jupiter is a gas Neptune is the Despite being red, Venus is the
giant and the fourth-largest Mars is actually a second planet
biggest planet planet by diameter cold place from the Sun
4
In Depth
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here if you need it
In Depth

Jupiter
Jupiter is a gas giant, the biggest
planet in the Solar System and the
fourth-brightest object in the
night sky
This Is a Graph
70%
Despite being red, is a
cold place. It’s full of
iron oxide dust

30%
It has a beautiful name
and is the second
planet from the Sun

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333,000.000
Big numbers catch your audience’s
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Sector News

Mars Venus
Despite being red, Mars is Venus has a beautiful name
actually a cold place full of iron and is the second planet from
oxide dust the Sun
 03
IN BRIEF
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subtitle here if you
need it
News

01 02 03
Mercury Venus Mars
Mercury is the closest Venus is the second Despite being red, Mars
planet to the Sun planet from the Sun is actually a cold place

04 05 06
Earth Saturn Neptune
Earth is the third planet Saturn is composed of Neptune is the farthest
from the Sun hydrogen and helium planet from the Sun
Awesome
Words
Awesome
Words
Reviews

Name Age Review

“Mercury is the closest

Reviewer 1 Sarah Doe 25 years old
planet to the Sun”

“Neptune is the farthest

Reviewer 2 John Smith 34 years old
planet from the Sun”
 04
WELCOME!
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here if you need it
Welcome!

John
Roe
Mercury is the closest planet to
the Sun and the smallest one in
the Solar System—it’s only a bit
larger than the Moon
Welcome!

Helena
Patterson
Jupiter is a gas giant, the biggest
planet in the Solar System and
also the fourth-brightest object
in the night sky
05
EVENTS
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here if you need it
Review of Past Events

Jupiter Mars
It’s the biggest planet Despite being red,
in the Solar System Mars is a cold place

Neptune Mercury
Neptune is the farthest Mercury is the closest
planet from the Sun planet to the Sun
Upcoming Events

Venus is the second Saturn is composed of

planet from the Sun hydrogen and helium

May 1 August 5

April 26 July 6
Mercury is the closest Despite being red, Mars
planet to the Sun is actually a cold place
Activities

Jupiter Mars
It’s a gas giant and the Despite being red,
biggest planet in the Mars is a cold place full
Solar System of iron oxide dust

Neptune Pluto
It’s the fourth-largest Pluto is considered a
planet by diameter in dwarf planet since the
the Solar System year 2006
 5,000,000
Mercury is the closest
planet to the Sun

60,000,000
Despite being red, Mars is
actually a cold place
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PHOTOS

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