Factors which influence

second language
acquisition

Group 16
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1. NGUYỄN LAN HƯƠNG

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 Table of content

I. Second Language Aptitude

II. The role of the first language

III. Routines and patterns

IV. Individual variation

V. Age differences
I.
Second Language
Aptitude
 Second language aptitude
Students with special aptitude for L2 are thought to be the ones
who should pursue language study and who can be expected to
make the most rapid progress. I have a
He will study talent for
He scored IELTS
English learning
8.5 overall when
language at English.
he was at high
ULIS.
school.
 Second language aptitude

- Studies showed that students who do better on Language Aptitude tests

perform better in foreign language classes => language learning, not language
acquisition
+ Aptitude tests predict the speed of learning in foreign language classes
where achievement is usually measured by grammar tests. Aptitude tests
relate to “classroom skills” more than “communication skills”.
+ Aptitude tests consist of tasks that require a conscious awareness of
language => inductive language learning ability: the ability to consciously
“figure out” rules of grammar. (not involve Language acquisition)
 Consequences:

1. Solve a problem in the theory of L2 acquisition: How can

attitude and aptitude both be related to achievement in

second languages, yet be unrelated to each other?

=> They relate to the different means of developing ability in

L2: acquisition and learning

 Consequences:

2. If acquisition is more important than learning, high aptitude is

not sufficient for success in L2 acquisition. I have a

You can be a good
talent for
learner, not a learning L2.
acquirer.
 Consequences:

3. High aptitude doesn’t seem to predict success in a language

classroom which is grammar-based and on tests that demand

grammatical analysis rather than real communicative ability.

II.
The role of the first
language
 Interference
Interference: our knowledge of our first language actually gets in
the way when we try to speak a second language.

An acquirer will substitute some L1 rule for a rule of the L2 if the

acquirer needs the rule to express himself but has not yet acquired
it.

The L1 rule can either be quite similar or different (interference)

 Interference
Newmark proposed an idea: the first language does not interfere
at all when we try to use a second language.
=> errors are simply the result of “falling back” on L1 when we
lack a rule in L2.

- cure: acquisition
- pedagogy: not help fight off the effects of L1, help the acquirer
acquire TL
 L1 plus monitor Mode
- Advantage:
+ “outperform their competence” : meet a practical need in
communication in the TL before they have acquired the
relevant i+1 rule.
+ Invite output - allows the performer to participate more in
conversation -> more comprehensible input -> more L2
acquisition
 L1 plus monitor Mode
- Disadvantage:
+ Rules are not the same-> errors (the conscious Monitor
cannot repair all errors -> constant vigilance on the part of
the Monitor)
+ Extremely awkward and tiring way to produce formally
correct sentences in L2: require immense amount of
mental gymnastics that most people are not capable of.
+ Monitor correction of will not produce acquisition or
permanent change
III.
Routines and patterns
- Routines are wholly memorized sentences.
Example: “What’s your name?” spoken by performers who have not
acquired or learned the rules involved.

- Patterns are partially memorized sentences with an empty “slot” for

a noun / noun phrase.
Example: “Where is the …?”
The blank can be filled with one of the places, like the opera, police
station, Grand Hotel, …
- Advantages:
+ Allow early production and invite input.
-> Come in hand in situations where we can’t wait for acquisition
to produce fluent speech.
Example: The immigrant may need to say “My stomach hurts” to the doctor.
-> It doesn’t matter whether this sentence is produced by the formal
acquisition or by a routine / pattern.

+Gain more input and manage conversations.

Example: It helps to know how to say “Excuse me. What does … mean?”
in any target language.
- Disadvantages:
+May get a complete answer.
-> May not have enough skills/knowledge to understand the situation.
Example: “Where is the opera?”
“You go straight for 2 blocks, then turn right, go until you
come to a gas station.”
+ Be familiar with many dialog learners.
-> Have to run through the entire dialog to get the line.
+Be ready to have a line when the situation arises.
The situation you are prepared for may not come up, or you may not
have a line for every situation.
IV.
Individual variation
Variation:

- is seen in the rate and extent of acquisition.

- Comprehensible input & affective filter.
- Routines & patterns

Focus: Monitor use

3 types of L2 acquirers
 3 types of L2 acquirers
TYPE 1: MONITOR OVER-USERS

- constantly checking output => excessive self-correcting => low oral

fluency.

- causes:
+ lack of acquisition
+ personality (no faith in competence)
 3 types of L2 acquirers
TYPE 2: MONITOR UNDER-USERS

- uninfluenced by error correction.

- rely on acquisitions instead of conscious rules.

 3 types of L2 acquirers
TYPE 3: OPTIMAL MONITOR USERS

- appropriate use of monitor.

- use learned competence as supplement to acquired competence.

- put conscious grammar in its proper place.

V
Age differences
1. Review the research on the effect of age on second language
acquisition:
- Children are not better than adults in all respects in SLA

Time Respect Better learners

Short run ultimate attainment Children
Long run be faster in attaining SL proficiency Adults

—> Any explanation of age differences must account for:

- why children excel in ultimate attainment
- why adults are faster, at least in early stages
 2. Older acquirers
3 ways that older acquirers may be superior in initial rate of acquisition:
+ Better at “managing conversations” / controlling the input
directed at them and making it comprehensible (Scarcella and
Higa)
Eg. Older acquirers may ask for help, change the topic
+ Greater ability to “beat the silent period”, to produce in the second
language using structures that have not yet been acquired.
Drawback: this mode requires constant attention to form,
constant mental gymnastics.
+ Have a greater knowledge of the world (extra linguistic
knowledge) → make input comprehensible
 3. Younger acquirers:

- Affective factors →Child’s eventual superiority in SLA is

hypothesized
- Hypothesis: the affective filter increases in strength at around
puberty
+ 2 effects on SLA: people with the “right” attitudes will be
more prone to interaction → get more input, lower affective
filter
+ The Affective Filter increases in strength dramatically
+ Affective variables: have an effect on SLA before puberty;
not strong enough to limit ultimate attainment in children
4. The affective changes at puberty
- Puberty is often a time of emotional upheaval, a time of
hypersensitivity and self- consciousness.
- According to Elkind, at puberty, adolescents:
+ are often self-centered, and preoccupied with their own
appearance and behavior
→ under “the constant scrutiny of other people”
+ increase ability to think abstractly
→ better conceptualize other people’s thoughts.
5. Some specific claims about age differences
- There is no fundamental change in the language acquisition
process at puberty.
- Child-adult differences in attainment relates attainment
differences to acquisition, not to learning.
- There is a possibility that some adult beginners may in fact
eventually achieve native levels of proficiency.
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