Second Language Acquisition (UU-LIN-3520)

Assessment Point 1:

Introduction to second language acquisition

Second Language Acquisition strategies and the factors influencing the use of
these strategies

Eneika Kerry Ann Elliott-Thomas

R2103D11926183
Teaching English to Young Learners (58682)
Sophia Varella
June 11, 2023

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Second Language Acquisition (UU-LIN-3520)

Q.1. The data below shed light on the patterns of using the English indefinite article(a/ an)
with countable and uncountable noun phrases (NP)s by Turkish and French learners of
English. English has definite (the) and indefinite (a and an) article. French is like English
and it has both definite and indefinite articles. Turkish is a language that neither have
definite articles nor indefinite articles.

Considering the cross-linguistic analysis to the article system in English as an L2 and French
and Turkish as L1. Identify the English non-target-like utterances in the data below. Then,
identify the types of error (e.g., transfer or any other kind of error). Finally, state your own
hypothesis by trying to reach a plausible explanation as to why these errors occurred as
shown in the data below. (24 points)

Turkish data French data

-We went on a trip -We went on a trip

-The police is looking for evidence. -The police is looking for an evidence
-I shared small information with my -I shared a small information with my
Best friend. Best friend.
-She has long hair. -She has a long hair.
-My younger brother is talking to a friend. -My younger brother is talking to a friend.
-I didn’t know that Sara has older sister. -I didn’t know that Sara has an older sister
The non-target-like utterances provided by Turkish L2 learners

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Table 1: classification of the non-target-like utterances provided by the L2 Turkish and

French learners (8 Points))

The non-target-like utterances provided by The non-target-like utterances provided by

Turkish L2 learners French L2 learners

We went on a trip. (Transfer error) We went on a trip. (no error)

"The police is looking for evidence." Error The police is looking for an evidence.
Type: Morphosyntactic/ Transfer Errors Overgeneralization error (incorrect use of
indefinite article "an")

"I shared small information with my best I shared a small information with my best friend.
friend." Error Type: Transfer error (L1-to-L2 (Error: countability) as well as Overgeneralization
cross-linguistic transfer) error (incorrect use of indefinite article "a")

My younger brother is talking to a friend. My younger brother is talking to a friend. (no

(transfer error) error)

"She has long hair." (No error) She has a long hair. (Error: countability) as well
as Overgeneralization error (incorrect use of
indefinite article "a")

"I didn’t know that Sara has older sister." I didn’t know that Sara has an older sister. (no
Error Type: Morphosyntactic/Transfer error)

Identify the following (8 points):

Types of error by the L2 Turkish learners:

1. Transfer errors: refer to the phenomenon in which the linguistic features of the first language
(L1) are transferred to the production of the second language (L2). The absence of indefinite
articles in non-target-like utterances within the Turkish data may be regarded as transfer errors,
given that the Turkish language lacks definite or indefinite articles.

Types of error by the L2 French learners:

2. Overgeneralization errors: these errors refer to instances where individuals excessively apply a
particular grammatical rule in contexts where it is not appropriate. Within the French dataset, the
erroneous application of indefinite articles in conjunction with uncountable nouns may be classi-
fied as an overgeneralization error. This is because the French language distinguishes between
countable and uncountable nouns through the utilization of indefinite articles (un, une, des).

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-State your own hypothesis (8 points):

The inaccuracies present in the provided data may be a result of the impact of the linguistic char-
acteristics of the native languages of Turkish and French individuals who are learning English.
The lack of articles in the Turkish language may result in inaccuracies when utilizing indefinite
articles with countable nouns in English for Turkish learners. Conversely, individuals who are
acquiring the French language may tend to apply indefinite articles to uncountable nouns in an
overly broad manner, which could be attributed to the existence of indefinite articles for countable
nouns in their mother tongue (Indefinite Vs. Partitive Articles, n.d.). The non-target-like utter-
ances observed in the provided data may be attributed to the cross-linguistic influence as the pri-
mary factor.

-Q.2. Go back to the data provided in Q.1 regarding the French learners’ use of the
indefinite article. Explain how the kinds of errors committed by the L2 French learners
might contradict with the predictions of the Contrastive Analysis (CA) hypothesis. Provide
an alternative explanation to this hypothesis. (20 points)

Answer: The Contrastive Analysis (CA) hypothesis predicts that learners of a second language
(L2) will encounter difficulties and make errors in areas where their native language (L1) differs
significantly from the target language. In the case of the French learners' data provided, the errors
related to the use of the indefinite article might contradict the predictions of the CA hypothesis, as
both Turkish and French languages have indefinite articles. The errors committed by the L2 French
learners can be observed in the following examples:

- "The police is looking for an evidence" instead of "The police is looking for evidence." - "I shared
a small information with my best friend" instead of "I shared small information with my best
friend." - "She has a long hair" instead of "She has long hair." These errors might not necessarily
be due to the differences between the Turkish and French languages, as the CA hypothesis would
suggest. Instead, the learners may be overgeneralizing the use of the indefinite article in the target
language based on their exposure to the French language or due to incomplete learning of the rules
governing the use of the indefinite article. An alternative explanation to the Contrastive Analysis
hypothesis could be the Interlanguage hypothesis. This hypothesis posits that L2 learners develop
an interim linguistic system, or "interlanguage," that incorporates elements from both their native

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language and the target language. This interlanguage system evolves as learners gain more
exposure to and proficiency in the target language. In this case, the errors committed by L2 French
learners might be a result of their interlanguage system, which is influenced by their understanding
of the use of indefinite articles in both Turkish and French. As their proficiency in French
improves, their interlanguage system will likely evolve, and the errors related to the use of the
indefinite article will decrease.

Q.3. The data below were taken from Kalisa (2019, pp. 97-98). Identify at least three kinds
of the learning strategies used in the following conversation by L2 learners of English (6
points).

Conversation:

learner (1): Oh…I think we have to buy washing machine.

learner (2): Washing machine? I think you can wash by your hand, honey.
learner (1): No…my hand. Look at my hand. You will make my hand ugly.
Ugly? Mmh…but if you wash with your hand, it will make you strong.
learner (1): Hah…You want to make me ugly. It’s ok!
learner (2): Ok, ok, yes up to you.
learner (1): Please choose your …
learner (2): Look! It’s a used machine. We can ya ….get lower price.
learner (1): Mmh…are you sure we want get it?
L2 learner (2): Look! It’s more…eee…it’s cheaper.
learner (1): Mmh…but…mmh…let me think. If we buy a used machine, it will eee…it will
service again and again. And it will more expensive, honey and finally we will buy a new one.

-The three types of strategies are as follows:

Answer:

In the provided conversation, L2 learners of English employ various learning strategies to

communicate effectively. Three notable learning strategies used are:

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1. Paraphrasing/Simplification: The learners simplify their language by using short and simple
sentences to convey their ideas. For example, "Look! It's a used machine. We can ya ….get lower
price." and "It's ok!" showcase this strategy. The learners rephrase sentences using different words
or expressions while maintaining the original meaning. For example, learner (1) uses "You will
make my hand ugly" instead of directly saying "washing by hand will damage my hand".

2. Self-correction/Repetition and rephrasing: The learners repeat or rephrase their ideas to ensure
the message is understood. For instance, "Mmh…are you sure we want get it?" is followed by
"Look! It's more…eee…it's cheaper." to clarify the point. The learners notice their errors and try
to correct them during the conversation. For instance, learner (2) corrects themselves by saying
"It's cheaper" after initially saying "it's more…eee". This shows their awareness of the need to
improve their language skills through self-monitoring.

3. Use of non-verbal cues/ Negotiation of meaning: The learners rely on non-verbal cues like "Look
at my hand" and "Look! It's a used machine." to support their ideas and enhance communication.
The learners engage in a back-and-forth discussion to clarify and understand each other's ideas.
They ask questions, provide explanations, and seek confirmation from one another. In the
conversation, both learners negotiate the pros and cons of buying a used washing machine, with
the learner (1) raising concerns about the potential costs of repairs and the need to eventually buy
a new one. These learning strategies demonstrate the learners' active engagement in the process of
improving their English language skills through conversation and collaborative problem-solving.

Q 4. Here is a sample of some statements taken from a questionnaire prepared by Lai

(2013, P. 100). Please read the statements carefully, then categorize them into integrative
motivational constructs and instrumental motivational constructs in the table that comes
after the questionnaire (20 points).

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Second Language Acquisition (UU-LIN-3520)

Table 3: Classification of the types of motivation

Constructs of instrumental Constructs of integrative

motivation motivation
Number of the statement

1 I like English.

2 I study English because it will

be useful in getting a good
job.

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3 I like the people who live in

English-speaking (or foreign)
countries.

4 I study English because it will

help me obtain a higher
paying job.
5 I like meeting people from
English-speaking (or foreign)
countries.
6 I want to learn more about the
culture and art of English-
speaking (or foreign)
countries.
7 I study English because it is
an international language
which I can use to converse
with foreign people.

8 English will allow me to meet

more foreign people coming
from English-speaking (or
foreign) countries.
9 I study English because
English proficiency is
necessary for communication
with foreign customers for
my job in the future.

10 English will enable me to

better understand and
appreciate the English (or
foreign) way of life.

11 I would like to know more

about people from English-
speaking (or foreign)
countries.
12 I study English because I am
planning to study abroad.

13 I would like to live in

English-speaking (or foreign)
countries.

14 I study English because I will

need it someday to get a
degree.

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15 I enjoy the process of

learning English.

16 I study English because

English is an assigned
subject.

17 I enjoy the satisfaction when I

find out new things in
English.

18 I study English because of

exams.

19 I enjoy the high feeling while

I chat with foreigners in
English
20 My parents push me to study
English.

Q 5. Go to the link provided in the Toggle in VIDEO: Engaging the Class 1. Watch the video
and write a list of the factors that contributed to the gab in performance between boys and
girls in SLA. How did English teachers/educators tried to bridge this gap? (15 points)

Answer: Based on the video presentation, the factors that contributed to the gap between boys and
girls in SLA are:
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1. Societal expectations and gender stereotypes: Boys and girls are sometimes treated differently
in society, which can influence their motivation and self-efficacy in language learning.

2. Learning styles and preferences: Boys and girls may have different learning styles, which can
affect their engagement and performance in language classes.

3. Classroom dynamics and teacher-student interaction: Teachers may unintentionally favour

one gender over the other, leading to disparities in the quality of education provided to boys and
girls.

How did English teachers/educators tried to bridge this gap?

English teachers and educators have employed various strategies to bridge this gap in SLA:
Addressing gender stereotypes: By creating awareness about gender stereotypes and
encouraging equal participation of boys and girls in the classroom, teachers can help students
overcome any preconceived notions about language learning.

Adjusting teaching methods: By incorporating diverse teaching methods that cater to different
learning styles, educators can ensure that both boys and girls can engage with the material
effectively.

Promoting a supportive and inclusive learning environment: Teachers can create a positive
classroom atmosphere where all students feel comfortable participating and expressing their ideas,
regardless of their gender. As Alexander Street president Stephen Rhind-Tutt mentions, video
resources like "American History in Video" can help students and scholars experience and study
history in ways that were not possible before. Using such video content in the classroom can also
contribute to creating a more engaging and inclusive learning experience for students of different
genders, ultimately helping to bridge the performance gap in SLA.

Q.6. Fluency and accuracy are two basic terms in SLA. How can you use them to explain a
learner’s use of L2 English in light of the following example: ‘give me a cup of tea’ while the
intended meaning is ‘Would you please give me a cup of tea? (15 points)

Answer:

The concepts of fluency and accuracy are crucial in the realm of second language acquisition
(SLA). The aforementioned instance entails an examination of the learner's utilization of a second
language English, which can be evaluated through the application of the aforementioned two
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concepts. Fluency pertains to the capacity to communicate smoothly and effortlessly in a second
language, with emphasis on the coherence of speech and the ability to convey ideas without any
discernible interruptions or disturbances. The learner's utterance "give me a cup of tea" is deemed
fluent as it is a straightforward, succinct, and readily comprehensible solicitation. The individual
proficiently communicated their message without exhibiting any discernible difficulty or
reluctance.

In contrast, accuracy pertains to the precision and suitability of the language employed concerning
grammatical structures, lexical items, and idiomatic usages. The learner's utilization of English as
a second language in this instance exhibits a deficiency in precision, as the intended message was
"Would you please give me a cup of tea?". The precise rendition is deemed more suitable and
courteous for a setting that is formal or requires respect. To enhance both the fluency and accuracy
of language acquisition, learners may employ a range of techniques and resources. One potential
application of virtual reality is to generate immersive settings that enable learners to hone their
language abilities in authentic scenarios, thereby augmenting their proficiency and precision via
experiential learning. Furthermore, learners can concentrate on strategies for oral expression as a
means of conquering their apprehension of public speaking and enhancing their social
comprehension. This can ultimately lead to improved fluency and accuracy in the acquisition of
L2 English (“Second Language Acquisition: Accuracy, Fluency and Complexity ...”, n.d.). To
summarize, the utilization of L2 English by the learner in the given instance exhibits fluency, albeit
with a deficiency in accuracy. Through the utilization of diverse learning methodologies and
resources, such as virtual reality and oral communication techniques, learners can enhance their
linguistic proficiency in multiple domains.

References from where data were taken

Kalisa, P .(2019). Communication Strategies in English Second Language Acquisition
LANGUAGE CIRCLE: Journal of Language and Literature, 14(1), 93-101.

Lai, H-Y. (2013). The Motivation of Learners of English as a Foreign Language Revisited.
International Education Studies; 6(10), pp. 90-101.

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References

Indefinite vs. Partitive Articles. (n.d.). Indefinite Vs. Partitive Articles. Accessed on June 11,
2023, from https://languagecenter.cla.umn.edu/lc/FrenchSite1022/ARTindefvspart.html

Second Language Acquisition: Accuracy, Fluency and Complexity. June 11, 2023. https://owlcation.com/so-
cial-sciences/What-is-Meant-by-Accuracy-in-Relation-to-Second-Language-Acquisition

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