Re ection Paper Chapter 2 (SAVILLE-TROIKE, 2006)

In this chapter, the author talks about the foundation of second language acquisition,
they start with defining multilingualism and monolingualism. Then they answer the
question: Why is "the numbers of L1 and L2 of different languages can only be
estimated" (Saville-Troike, 2006, p. 10).
It also explains reasons why would people be motivated to add a second language.
And lastly it gives an overview of the nature of language learning, the role of natural
ability, the characteristics of L1 and L2 and their different multiple states, the logical
problem of language learning and it discusses recent points of view claims that
children have an inmate language ability.

I learned from this chapter that the learning of a second language involves many
different conditions and processes, and that I might need to make more effort to be a
near-native speaker, as I learned that it is impossible to become a native speaker of a
second language which is learned later in life, no matter how much effort is made, an
L2 learner can never be totally native competence, and the level of proficiency which
learners reach is highly variable, this makes jump the next point, which is my
proficiency in the second language that look at differently now, I think about whether
I'm fluent or not, as there is lack of agreement on criteria for identification. "What
level of proficiency is needed before one claims to have multilingual competence, or
to “know” a second language? Does reading knowledge alone count, or must one also
be able to carry on a conversation? What about languages that have been learned only
in relation to limited domains or for special purposes? Do claims of multilingualism
require near-balance in ability to function in multiple languages, or does multilingual
competence include even early stages of L2 learning (the view in much SLA
research)?" (Saville-Troike, 2006, p. 11).

My own perspective on this is that proficiency can be measured properly when the
language is used in social contexts, as this is the basic of any languag, even though
higher levels of language is normally measured by tests, I think if they are not used
daily, like medical students using English language, if they are not working on a
hospital and use the language daily, it can be forgotten easily.

References : Saville-Troike, M. (2006). Introducing Second Language Acquisition.

New York: Cambridge University Press.
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