Introduction to Second Language Acquisition

Summary

This video script delves into second language acquisition (SLA), contrasting it with first language learning. It explains the concepts of L1 and L2, the natural and formal learning processes, and the roles of innate capacity and social experience. The script also touches on different types of language learning, such as informal, formal, and mixed settings, and discusses the challenges and phenomena associated with SLA, including positive and negative transfer, ultimately aiming to provide insights into how languages are acquired beyond childhood.

Takeaways

• 🌟 The distinction between L1 (first language) and L2 (second language) is based on the order of acquisition, with L1 being acquired naturally from early childhood and L2 requiring more conscious effort.
• 📚 Second Language Acquisition (SLA) is the study of individuals learning a language subsequent to their first language and encompasses both formal and informal learning settings.
• 🏫 Formal L2 learning occurs in classrooms, while informal L2 learning happens through naturalistic contexts, such as immersion in a foreign environment.
• 🌐 The term 'second language' is used regardless of how many languages one learns after the first, including third, fourth, or subsequent languages.
• 🎯 The target language (TL) is the language that learners aim to acquire, whether it's for education, employment, or other purposes.
• 🌱 Simultaneous multilingualism refers to the acquisition of more than one language during early childhood, while sequential multilingualism involves learning additional languages after L1 is established.
• 🌐 Multilingualism is the ability to use two or more languages, and it's often used interchangeably with bilingualism, which specifically refers to two languages.
• 👶 Innate capacity for language learning is genetically given to every human child, allowing them to master the complexity of language without conscious effort.
• 🔄 Positive transfer in L2 learning occurs when an L1 structure or rule is correctly applied in the L2, while negative transfer happens when it leads to errors.
• 📈 The development of L1 and L2 is systematic and includes predictable sequences, but L2 learners may not reach the same level of native-like competence due to various factors.
• 📝 The final state of L2 learning may include instances of L1 interference or creative structures, indicating that not all learners achieve full native-like proficiency.

Q & A

What is the difference between a first language (L1) and a second language (L2)?

A first language (L1) is the language an individual learns from a very young age without much conscious effort. A second language (L2) is any language learned after the first language and typically requires more deliberate effort in learning.

What is meant by 'second language acquisition' (SLA)?

Second language acquisition (SLA) refers to the study of individuals or groups learning a language subsequent to their first language as young children, as well as the process of learning that language.

How does informal L2 learning occur?

Informal L2 learning takes place in naturalistic contexts, such as when a Filipino child goes to the U.S. and naturally picks up the English language by interacting with native speakers.

What is an example of formal L2 learning?

Formal L2 learning occurs in a classroom setting, like when a Filipino student attends a Korean language school to prepare for living or working in Korea.

What is the distinction between a second language and a foreign language?

A second language is typically needed for education, employment, or other basic purposes within a learner's immediate social context. A foreign language, on the other hand, is not widely used in the learner's social context and may be studied for future travel, cross-cultural communication, or as part of a school curriculum without immediate practical application.

What is simultaneous multilingualism?

Simultaneous multilingualism is the acquisition of more than one language during early childhood.

What is sequential multilingualism?

Sequential multilingualism refers to learning additional languages after the first language has already been established.

What is the role of innate capacity in language learning?

The innate capacity or natural ability in language learning suggests that every human child is born with a genetically given ability to learn language structures, which allows them to master the complexity of languages they are exposed to.

How does social experience influence L1 and L2 learning?

Social experience is crucial in language learning as children acquire language-specific features through exposure and interaction with the language used around them. This experience is essential for learning the nuances that distinguish their L1 from other languages.

What are the three states of language learning?

The three states of language learning are the initial state, the intermediate states, and the final state. The initial state involves the innate capacity to learn language, the intermediate states involve the systematic development of language skills, and the final state is the outcome of L1 or L2 learning, which is native-like competence for L1 and variable proficiency for L2.

What is positive transfer in L2 learning?

Positive transfer in L2 learning occurs when a structure or rule from the first language is used in the second language and is appropriate or correct in the second language context.

What factors can influence the final state of L2 learning?

Factors that can influence the final state of L2 learning include feedback, aptitude (memory capacity and analytic ability), motivation, and instruction or explicit teaching in school settings.

Outlines

00:00

🌍 Understanding First and Second Languages

This paragraph introduces the concept of first language (L1) and second language (L2) acquisition. It explains that L1 is the language learned from a very young age without much effort, while L2 requires conscious effort to learn. The paragraph also touches on multilingualism and the terminology used in second language acquisition, emphasizing that all additional languages learned after L1 are considered second languages.

05:02

📘 Formal vs. Informal Second Language Learning

This paragraph discusses the differences between formal and informal second language learning. Formal learning occurs in structured settings like classrooms, while informal learning happens naturally in everyday contexts. Examples include a Filipino student studying Korean formally in a language school versus a Filipino child picking up English informally by interacting with native speakers in the U.S.

10:03

👶 The Nature of First Language Acquisition

This paragraph explores how first language acquisition happens naturally and effortlessly in early childhood. It explains that children have an innate capacity to learn languages, which is genetically embedded. The text highlights how children can distinguish grammatical sentences and create new utterances, demonstrating their remarkable ability to master complex language systems without formal instruction.

15:03

🌱 Stages of Language Learning: Initial to Final State

This paragraph outlines the stages of language learning: the initial state, intermediate state, and final state. It contrasts L1 and L2 learning, discussing theories on whether innate language learning abilities persist into adulthood. The text also introduces concepts like positive and negative transfer, where L1 structures either facilitate or interfere with L2 learning.

20:04

🔄 Intermediate States and Transfer in Language Learning

This paragraph delves into the intermediate states of language learning, where learners progress from initial to final linguistic competence. It discusses systematic development, spontaneous learning, and the influence of cognitive maturity. The text also explains positive and negative transfer, cross-linguistic influence, and the factors affecting L2 learning, such as feedback, aptitude, motivation, and instruction.

25:05

🏆 Final State of Language Learning

This paragraph discusses the final state of language learning, comparing native linguistic competence in L1 and L2. It explains that while L1 learners achieve native competence, L2 learners' proficiency varies. Some attain near-native fluency, while others exhibit L1 interference. The text concludes with a preview of upcoming discussions on theories of second language acquisition.

Keywords

💡First Language (L1)

The first language, or L1, refers to the initial language a person learns from a very young age without much conscious effort. It is the linguistic foundation upon which subsequent languages are built. In the script, L1 is contrasted with L2, highlighting the natural acquisition process and the difference in learning approaches between the two.

💡Second Language (L2)

The second language, or L2, is any language learned after the first language. The script discusses the effort required to learn an L2 compared to the more natural acquisition of L1. It also explains that regardless of how many languages one learns after the first, they are all referred to as L2.

💡Second Language Acquisition (SLA)

Second Language Acquisition (SLA) is the process and study of individuals learning a language subsequent to their first language. The script delves into SLA as it pertains to both formal and informal learning environments and the concept of the 'target language,' which is the language being learned.

💡Formal L2 Learning

Formal L2 learning takes place in structured educational settings like classrooms. The script provides an example of a Filipino student attending a Korean language school, illustrating the structured approach to learning a new language.

💡Informal L2 Learning

Informal L2 learning occurs naturally in social contexts without the structure of a classroom. The script describes a Filipino child in the U.S. picking up English through interaction with native speakers, exemplifying how language can be acquired informally.

💡Simultaneous Multilingualism

Simultaneous multilingualism is the acquisition of more than one language during early childhood. The script mentions this concept to distinguish it from sequential multilingualism, where additional languages are learned after the first has been established.

💡Sequential Multilingualism

Sequential multilingualism refers to the learning of additional languages after the first language has already been established. The script uses this term to discuss the process of becoming multilingual over time.

💡Native Language

A native language is the language or dialect spoken by an individual from birth or within a community. The script uses the term interchangeably with 'first language,' 'primary language,' and 'mother tongue,' indicating the individual's initial linguistic exposure.

💡Positive Transfer

Positive transfer occurs when a feature or rule from the first language is applicable and correct in the second language, aiding in the learning process. The script explains this as a facilitative aspect of L2 learning, where knowledge from L1 can be beneficially applied to L2.

💡Negative Transfer

Negative transfer, also known as interference, happens when a feature or rule from the first language is incorrectly applied in the second language, leading to errors. The script discusses this as a common phenomenon in L2 learning that can result in a 'foreign accent' or incorrect sentence structures.

💡Innate Capacity

Innate capacity refers to the natural ability or predisposition to learn language that is genetically given to every human child. The script discusses this concept in the context of L1 acquisition, suggesting that this capacity may or may not be fully present in L2 learning, depending on various theories.

Highlights

Differentiation between L1 (first language) and L2 (second language) based on the order of acquisition and effort involved.

First language acquisition occurs naturally without much conscious effort, unlike second language learning which requires intentional effort.

Second language acquisition (SLA) encompasses both the study of individuals learning a language after their first and the process of learning that language.

The term 'second language' is used regardless of how many languages one acquires after the first, including third, fourth, or fifth languages.

Informal L2 learning occurs naturally in social contexts, such as a Filipino child learning English in the U.S.

Formal L2 learning takes place in educational settings, like attending a language school to learn Korean.

A combination of formal and informal L2 learning can enhance language acquisition, as seen in a student learning Korean both in class and through social interactions.

A second language is often an official or societally dominant language needed for practical purposes like education and employment.

A foreign language is not widely used in the learner's social context and may be studied for future travel or cross-cultural communication.

Library language and auxiliary language are terms used to describe specific functions of languages in academic and political settings, respectively.

The terms 'first language', 'native language', 'primary language', and 'mother tongue' are often used interchangeably and are considered synonymous.

Simultaneous multilingualism refers to the acquisition of more than one language during early childhood, while sequential multilingualism refers to learning additional languages after L1 establishment.

Multilingualism is the ability to use two or more languages, whereas monolingualism is the ability to use only one language.

Language learning is influenced by both innate capacity and social experience, with children acquiring the language used around them.

Children's ability to create new utterances and recognize grammatical sentences is a remarkable demonstration of their innate capacity for language learning.

The role of natural ability suggests that language structures are genetically given to every human child, accounting for the ease with which children learn language.

L1 and L2 learning involve different stages, including initial, intermediate, and final states, with each stage having distinct characteristics and challenges.

Positive transfer in L2 learning occurs when an L1 structure or rule is correctly applied in the second language, while negative transfer results in errors.

The final state of L1 learning is native linguistic competence, whereas the final state of L2 learning may include instances of L1 interference or creative structures.

Transcripts

good day everyone today our topic is

second language

acquisition so we will talk about um l1

or first language

l2 or second language multilingual sm

formal l2 learning informal l2 learning

and many more so first we'll have

to differentiate l1 from l2

so what do we mean when we say first

language or

l1 every every individual

since their very young age they have

learned at least one language

and we call that as the first language

and the language that is learned after

that first language

is what we call second language

so how is first language different from

second language

um usually if we say first language this

is learned without much

effort or without much thinking about it

while learning the second language needs

some effort

in learning it we will talk more

on acquiring the second language as we

go on with the discussion in this second

language

acquisition second language

acquisition or sla refers

both to the study of individuals in

groups who are learning a language

subsequent to

learning their first one as young

children and to the process of learning

that language the additional language is

called second language or l2

even if there are other languages that

you learned after the first language

like there is

third language fourth or fifth tense

language that you acquire you still call

that second language

there's no such thing as third language

fourth language

and so on and so forth only

second language no matter how many

languages

you acquire after your first language

still

they are called second language it is

also commonly called

as target language or tiau

which refers to any language that is

the aim or goal of learning how

the scope of this discussion is informal

l2 learning

which takes place in naturalistic

contexts

and which i will be explaining later and

for mal alto learning that takes place

in classrooms

and there's also the combination of the

two

l2 learning that involves a mixture of

the settings and circumstances okay let

me give you an example

um informal out to learning first so a

filipino child goes to the u.s

and studies there um he naturally talks

to

native speakers and picks up their

language

and then eventually talks their language

and

that becomes his second language so that

is informal l2 learning

how about formal l2 learning for example

a filipino student goes to a korean

language school

because he is going to korea

or he's going to work there or study

there so he goes to school to study the

language

so that is formal second language

learning now a mixture of this do is

a person wants to go to korea he has to

enroll korean class

to learn how to speak the language and

then

goes outside in the market um with her

or his friends he talks in

that target language korean language

that is a mixture of formal and informal

second language learning so he goes to

school

studies the language but goes out and

in his environment he also uses that

language

in talking to other people that's a

mixture of formal and

informal second language learning

so i repeat informal l2 learning

takes place in naturalistic contexts

formal l2 learning takes place in

classrooms

and l2 learning involves a mixture of

these settings and circumstances that is

a mixture of

informal and formal l2

learning now let's talk more about what

is a second language a second language

is typically an official or societally

dominant

language needed for education

employment and other basic purposes

it is often acquired by minority group

members of

immigrants who speak another language

natively

how about a foreign language a foreign

language

is one not widely used in the learner's

immediate social context which might be

used for future travels

or other cross-cultural communication

situations

or studied as a curricular requirement

or elective in school but with no

immediate or necessary practical

application just like for example

in um in senior high school there's

als already an elective which is

foreign language so the students can

choose whether they will study korean

french chinese or whatever is offered in

their particular school

also in doctorate programs they offer

foreign

language subjects

next a library language is one

which functions primarily as a tool for

further learning through reading

especially when books or journals in the

desired field of study are not commonly

published in the learner's native

song okay and an auxiliary language

is one which learners need to know for

some

official functions in their immediate

political setting

or will need for purpose of wider

communication although their first

language serves most other needs in

their

lives usually when we say auxiliary

language

this happens when two persons speak

entirely different languages and they

need a language

a common one which may which will make

them

understand each other so that's

auxiliary language

okay now what is first language

so we have the terms first language

native language

primary language and mother tongue most

of the time these

terms are used

interchangeably or or some linguists

also believe that these terms are

actually synonymous to one another

because there's no clear cut or cut

differences

among these terms so remember first

language native language

primary language mother tongue we will

meet

these terms as we go on with the

alaskans

under um s ala or second language

acquisition

acquisition of more than one language

during early childhood is called

simultaneous

multilingualism i repeat it's

simultaneous multilingualism when

the acquisition happens during the early

childhood sequential

multilingualism is learning additional

languages

after l1 has already been

established so we'll talk more on that

as we go on

multilingualism refers to the ability to

use two

or more languages some linguists and

psychologists use bilingualism for the

ability to use two languages

and multilingualism for more than two

but for the purpose of studying

acquisition in this subject um second

language acquisition

we will have to make use of

multilingualism

okay monolingualism

refers to the ability to use only one

language okay let's see

how about you how many languages can you

speak

as for me i can speak um filipino

but my native tongue is actually ilocano

or iloco i can speak a filipino

i can speak english and formally i

learned the

mandarin but but if you ask me to speak

in mandarin especially when

talking to a native speaker of mandarin

maybe i will not be able to

communicate properly because i took

that as a formal l2 learning

however i was not able to make use of

that

in practical applications so i

somehow have forgotten those things that

i have learned

in my foreign language and that happens

especially if there's no practice

okay now the nature of language learning

take note that even before you um

went to school even before you attended

your formal schooling you have already

established your first language and you

have already completed this

what we call development of this

language

and this happens without much conscious

effort it's

it just so happened that you learned to

talk

this was the language that you heard

and this is the language that was used

by your parents and the people around

you

and then you naturally had that

or acquired that as your first language

if we go back to some of the lessons

in developmental psychology you will

recall

that at the age of six months and in

infants has

can already produce um vowel sounds

and they usually imitate what the

parents are

speaking or saying

and so naturally children will be able

to recognize

that a certain sound or a certain word

is different from their from the

language

they are using when they hear

people using other languages

so let's talk about the role of natural

ability

humans are born with the natural ability

or innate capacity

to learn language

okay what is this innate capacity or

natural ability

in viewing the natural ability to

acquire language

in terms of innate capacity we're saying

that

part of language structures genetically

given to every human child

so this tells us that

every child when he or she is born

into this world he already has this this

innate capacity to learn the language

because it has already been been given

to every human child

now since all languages are incredibly

complex system

which no children could possibly master

in their early years

to the degree they succeed in doing so

if they had

to learn them in the usual sense of that

word

children's ability to create new

utterances is remarkable

and their ability to recognize when a

string of common words does

not constitute a grammatical sentence in

the languages even more

so for example let me give you an

example here

the child naturally uh

learns as he uses that the language that

it is not proper to say apple me

give so uh the child

will be able to sense that oh this

order of words in my sentence does not

make sense

so i think it has to be stated properly

by saying um give me an apple instead of

give apple me and so you see

um the structure of their sentences is

naturally

learned by the child as he uses the

language

[Music]

a hypothesis which many linguists and

psychologists support is that

a great many of these abstract

principles are common to all language

as opposed to the principles that are

language specific

examples specific to particular language

according to this

view those principles that are universal

are programmed into all human children

just by virtue of their being human

and this accounts for children's ability

to process the smorgasbord of sounds

and words that they hear and their

ability to come up with

essentially the same structure as other

children

given the complexity of language it is

no wonder that even

adults with their mature intellect

seldom attain native fluency in a new

language

okay if um there is a study on

native lightness in second language

acquisition

in the latter parts of this subject

on the principles of second language

acquisition

and you will find out how

non-native speakers excel

in attaining the native likeness

whenever they are speaking

or talking in conversations and in

instructional manners

so to continue almost all children with

their limited memories restricted

reasoning powers and immature analytical

abilities

a co-perfect fluency in their language

to which they are adequately exposed

and in which they interact with

others so uh that's what i was telling a

while back so

even if you learn a second language if

you are not practicing it like you are

not using it

um in practical occasions

then

then it is difficult to attain fluency

or even

mastery in using that language

now how about the role of social

experience

not all of first language acquisition

can be attributed to

innate ability for language specific

learning also plays

a crucial role even if the universal

properties of languages

are programmed in children they must

learn all those features

which distinguish their l1 from all

other possible human languages

children will never acquire such

language specific

knowledge unless that language is used

with them and around them and they will

learn to use

only the language languages used around

them no matter what their linguistic

heritage so let me give you an example

a child who is born in the philippines

with

a filipina mother and an american

father okay so if we talk about

linguistic heritage

then you will understand that since the

father is american

so he has um an english

speaking father so that makes his

linguistic heritage to be

english american english however he was

born in the philippines with the

filipina mother

and then he is exposed to people

who are talking filipino and

so um the result is the child

will now speak the philippine language

and that becomes his native tongue now

um is it possible that since the father

of this

child is um american

so is it natural that he also

knows that specific language even

without teaching him or her

that would be difficult why because

the people around him or her do not talk

to him or her in that language so

for that child learning his

ancestral language is as difficult as

just learning any other foreign language

[Music]

now let's have l1 versus l2 learning

okay we have three states the initial

state

the intermediate states and the final

state

okay so that's it so as i explained just

look at the

table that is shown there

okay those are the three phases we have

the initial

intermediate and the final state

the initial state while the initial

state in children's

minds for l1 almost surely is an

innate capacity to learn language

it is not all certain whether or not

such

natural ability is part of the initial

state in older learners for second

language

acquisition some linguists

and psychologists believe that the

genetic predisposition

which children have from birth to learn

language remains with them throughout

life and that differences

in the final outcomes of l1 and l2

learning

are attributable to other factors

others believe that some aspects of the

init capacity which

children have for l1 remain in

force of act in force for

acquisition of subsequent languages

but that some aspects in this natural

ability are lost

with advancing stage still others

believe that no innate capacity for

language acquisition remains beyond

childhood

and that subsequent languages are

learned by means

which are more akin to how older

learners acquire other dominance of

knowledge such as mathematics or history

so because it is impossible for us to

observe mental capacity for language

learning directly the different beliefs

are

based largely on theoretical assumptions

that are tested by indirect methods

which individuals who come from

different disciplinary perspectives may

not agree on so for example

many linguists rely on learners ability

to judge

which l2 utterances are not possible

okay so there's like the example that we

mentioned a while back

apple give apple give

me an an

aspect of children's first language

competence which is attributed to innate

capacity

now how about the intermediate states

both l1 and l2 learners go through

interpretate states

as they progress from their initial to

their final state linguistic systems

there's similarity in that the

development of both

l1 and l2 is largely systematic

including predictable sequencing

of many phenomena within each and some

similarity of sequencing across

languages

and in the fact that l1 and l2 learning

both play a creative role in their own

language development

and do not merely mimic what they have

heard

or been taught so we have processes um

so first one we have to note that

development is

spontaneous and largely unconscious

process

in first language child grammar

what where it is closely correlated with

cognitive maturation

in contrast the development of learner

language

or intra language for second language

learners

occur at age when cognitive maturity

cannot be considered a significant

factor

second language learners have already

reached a level of maturity where they

can understand and produce complex

utterances in their l1

and level of maturity is not language

specific

processes other than maturation must be

involved to explain development

in second language acquisition

now we will talk about positive transfer

and um negative transfer

positive transfer happens when an l1

structure or

rule is used in second language

utterance

and that use is appropriate or correct

in the second language

a negative transfer or interference when

a first language structure or rule is

used in second language utterances

and that use is inappropriate and

considered

an error cross-linguistic influence

occurs in all levels

of io vocabulary

pronunciation grammar and all other

aspects of language structure

and use supressitive transfer

facilitates second language learning

because

an l1 structure a rule that also works

for l2 means

that a new one doesn't have to be

learned

for example a word that has essentially

the same form

and meaning in both languages can

transfer appropriately from

l1 to l2 for example the word exterior

outside in a word in both spanish and

english

pronounced differently but with the same

spelling and meaning

negative transfer of l1 features can

often be inferred from forms in the

second language which are unlikely

any that are likely to be produced by a

native speaker

of the second language or our

integration of elements

which could not occur in monolingual

speech

inappropriate transfer of l1

pronunciation to l2

is detectable as a foreign accent

in a non-native speaker's production

it is probably the most common and most

easily recognized aspect of l1 influence

it is also necessary to

to consider the following conditions the

feedback

including correction of the second

language learner's errors that's

still under intermediate states

um aptitude including memory capacity

and analytic

ability motivation or need and desire to

learn

and instruction or explicit teaching in

school

settings so the final state is the

outcome of

l1 or l2 learning the final state of l1

development by definition is native

linguistic competence so after

all the processes that a person has to

go through

then the final state is already the

result

of or the outcome of the first language

and the second language learning the

final state of second language

development

again by commonly held definition can

never be totally

native linguistic competence and the

level of proficiency which learners

reach is

highly variable some learners reach at

least

near native or native-like competence

actually have mentioned a while back

about

the native likeness competence

in second language along with native

competence in first language

but many c's at some point to make

further progress toward the learning

target in

response to l2 input resulting in final

state which still includes

instances of l1 interference or creative

structures different from any

of that would be produced by a native

speaker of the l2

in the next videos we will be talking

about

theories of second language acquisition

and other

things that are needed to be discussed

in order for us to understand

how second language acquisition takes

place

thank you and god bless you