Tamar Jojua, Maya Daraselia, Mzia Topuridze

The Role of External Factors in the Process of Second language Acquisition

Learning a second language is a very complex and many-sided phenomenon which is connected
with various factors and concepts playing a crucial role in the successful realization of this
process. As J. Richards ( 2006) points out L2 acquisition “ is seen as resulting from processes
such as:

 Interaction between the learner and users of the language

 Collaborative creation of meaning
 Creating meaningful and purposeful interaction through language
 Negotiation of meaning as the learner and his or her interlocutor arrive at understanding
 Learning through attending to the feedback learners get when they use the language
 Paying attention to the language one hears (the input) and trying to incorporate new
forms into one’s developing communicative competence
 Trying out and experimenting with different ways of saying things”

The level of learners’ achieved proficiency varies because of many important factors which
have been in the center of attention and under permanent study of many researchers for decades
and have caused different controversial viewpoints. It is widely recognized that among them
which greatly influence and determine the quality and effectiveness of the foreign language
acquisition are definitely external and internal factors.

External factors are those that relate to the situation and environment in which language learning
takes place. These factors include input and interaction, social aspects.

The concept of language input is considered of vital importance in L2 acquisition. Input can

be defined as data which learners are exposed to. It may take place either in spoken or written
form. Three different types of input can be singled out:

Inter-language Input--- learners’ and their peer’s still developing language with linguistically
well-formed on the one hand and on the other deviant utterances.

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Simplified input---- grammatically and lexically simplified language that is used by learners,
textbook authors and other competent speakers in the classroom and out in the process of
addressing language learners.

Non-simplified input----that is generally the language used by competent speakers with one
another.

These types of input usually appear in oral and written, formal and informal forms of speech. R.
Ellis ( 2002) distinguished three different views about its role : the behaviourist, the mentalist
and the interactionist. Each view holds a different emphasis in explaining second language
acquisition. The behaviourist view proposes a direct relation between input and output, rejecting
the idea ‘of mind’ as an object for inquiry and ignoring the internal processing that takes place
inside learners. Behaviourist models of learning as environmentally determined, controlled from
outside by the stimuli. Learners are exposed to and the reinforcement they receive (Zhang, 2009,
pp.91-92).

Mentalist theories stress the importance of learners’ ‘black box’ (existing knowledge).
Learners’ brains are specifically equipped to learn language and only minimal exposure to input
is necessary to trigger acquisition. ( Ellis 2004, p. 242-244).

Interactionist theories include two different types-cognitive and social interactionist theories.

Cognitive interactionist theories underline the role of input as one of the most important factors
with internal language processing. According to interactionist theories which are more social in
orientation, for language acquisition verbal interaction is of vital importance, as it helps to make
the ‘facts’ of L2 easily noticed to learners.

S. Krashen (2009) suggested the input hypothesis, according to which learners acquire
morphological features in a natural order as a result of comprehending input addressed to them.
It suggests that language learners can learn best through reading, listening and instructions on
grammar and vocabulary. Krashen’s input hypothesis posits that learners succeed in their
language acquisition when they comprehend language input that is a bit more advanced to their
current level. Krashen called this level of input ‘ i+1’ where ‘i ‘ is the language input and ‘1’ is
the next stage of language learning . According to this model learners move from ‘i’ to ‘i+1’ by

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understanding input that contains i+1. Extralinguistic knowledge is learners’ knowledge of the
world and of the situation and that is the context. The +1 represents new knowledge or language
structure that learners must be ready to acquire ( from Wikipedia, the free encyclopedia).

S. Krashen’s (2009) model of comprehensible input was influential in the process of SLA and
had great impact on language teaching. According to the second language acquisition theory
proposed by S. Krashen,(2009) understandable language input is the key to language
acquisition.. As he states “ the best methods are therefore those that supply ‘comprehensible
input’ in low anxiety situations, containing messages that students really want to hear. These
methods do not force early production in the second language, but allow students to produce
when they are ready, recognizing that improvement comes from supplying communicative and
comprehensible input and not from forcing and correcting production”(Krashen,pp.20-22). Input
should meet the following requirements: It must be comprehensible so that learners can
understand the utterances and sentences they see or hear, it should match learners’ needs and
expectations and it must be beyond learners’ level of competence. Input becomes
comprehensible when the teacher is ‘armed’ with such teaching repertoire as using visual aids
while presenting new vocabulary, drama and music during the lesson, discussion on different
true-to life topics, repeating new vocabulary through various activities translation. Only such
input that is comprehensible, abundantly and reliably available, frequently encountered, contains
language features that are slightly beyond learners’ current level and can engage their attention is
meaningful and interesting, will be really productive in L2 acquisition and promote this process
(Renandya,pp2-5). Input should be linguistically and cognitively accessible to language learners.

The second determining external factor in L2 acquisition is interaction. Allwright (1984) stated
that “the importance of interaction is not simply that it creates learning opportunities, it is that it
constitutes learning itself”.

Interaction facilitates language learning, to acquire a language you need someone to interact
with. S. Krashen(2009) concludes that “acquisition requires meaningful interaction in the target
language—natural communication—in which speakers are concerned not with the form of their
utterances but with the messages they are conveying and understanding”.

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For the development and further perfection of L2 learners’ necessary language knowledge and
skills it is important that they should be actively involved in various communicative activities:
clarification, confirmation, comprehension tests, requests, reacting. Relevant studies show that
the learners who achieved high levels of interaction in second language succeeded in this faster
than those who interacted less in the classroom.

According to M Long’s (1981) proposed interaction hypothesis, interaction in which

communication problems are negotiated between foreign language learners facilitates
comprehension and production and all this results the promotion of target language acquisition.
There are two forms of interaction hypothesis: the “strong” and the “week” forms. The “strong”
form is the position that interaction provides itself language development while the “week” form
is the position that interaction is the means that learners find learning opportunities
notwithstanding how productively they use these opportunities (Johnson, Keith,1999, pp.174 ).

The interaction hypothesis claims that the effectiveness of comprehensible input is more
noticeable when learners have to negotiate for meaning (Ellis,1997, pp47-48). This happens
when there a barrier in communication which interlocutors try to overcome. One of the
communicators says something that the partner does not understand. The participants of the
interaction then use different communicative strategies or modification checks to further the
progress of interaction. These strategies include: slowing down speech, conversing more
intentionally, requests for clarification, paraphrases. The theory refers to this phenomenon as
“negotiation” and the first step here is interaction itself, when both communicators are engaged
in conversation. The process of interaction may serve as a way of concentrating learners’
attention on differences between their already acquired knowledge of the target language and the
authenticity of what they hear. Apart the proponents of the studies that connect interaction with
language acquisition, not all researchers share the standpoint that interaction is the basic way by
which the process of language acquisition advances. Though, D. Larsen-Freeman and M. Long
(1991) claim that interaction helps in certain situations, but it can’t be considered as the essential
tool for language learning. S. Gas and L. Selinker (2008) claim that interaction might be
considered as being the means for “setting the stage” for learning rather than the means by which
the process of acquisition takes the place. Ellis (2002) also states that in some circumstances
interaction makes input more difficult, it happens then participants use complex and lengthy

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paraphrases and definitions of words which are not understood. As we see the role of interaction
in the second language acquisition is complex and controversial.

Together with the above discussed factors Social context appears to be affective on the process
of second language acquisition. Though social factors do not influence this process directly.
They shape learners’ attitudes which have impact on learning outcomes. Three types of social
structures-----sociolinguistic setting, specific social factors and situational factors affect L2
acquisition.

Sociolinguistic setting sheds light on the role and importance of the second language in society,
whether it is used by a majority or a minority of the population and if the society is mainly
bilingual or monolingual. The distinction of how the second language is acquired in a natural or
an educational setting is also included by. Specific social factors affecting second language
acquisition include 1) age-it has been proved that generally young learners, being less frightened
by target language norms can advance better than older ones, 2)gender----female learners
usually surpass male learners and are characterized with more positive attitudes in language
classroom, while male students show better results in listening comprehension than females,3)
social class---in formal learning language classroom working-class children are less productive
than middle-class children, but being taught in more natural, authentic, true- to- life, immersion
settings they succeed better, and 4) ethnic identity- students learn best in
culturally familiar settings. learners who are close to target language culture exceed those who
are not.(Ellis,1984, p95).

To explain social effects on language acquisition several models have been developed.
Schumann’s acculturation model is based on social and psychological factors. It suggests that a
learner’s social and psychological distance from the target language group influences that
individual’s ability to develop proficiency in the target language. K. Escamilla & E. Grassi(2000)
In Schumann’s model the social factors are most important, but the degree to which learners are
comfortable with second language acquisition is also critical .Gardner’s socio-educational model
describes the process of classroom language acquisition. The inter-group model underlines
"ethnolinguistic vitality" as a principal factor for second-language acquisition.Language
socialization is an approach with the premise that "linguistic and cultural knowledge are

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constructed through each other", and has gained more and more attention since 2000. Norton's
theory of social identity is an attempt to classify the relationship between power, identity, and
language acquisition.

Situational Factors are those which differ in various social interaction, for example, learners may
use formal language while speaking to someone of higher social status and informal language
when communicating with friends (Interaction Hypothesis,From Wikipedia, free encyclopedia).

As we see the role of the external factors are very specific and affective, together with the
internal factors they shape the course of second language acquisition.

References:

1. Allwright, D. and Hnks, J. (2009). The Developing Language Learning: An Introduction

to Exploratory Practice. Basingstoke: Palgrave Macmillan.
2. Gass, S. and Selinker L. (2008). Second Language Acquisition: An Introductory Course.
New York. 353-355.
3. Ellis, R. (2002). Second Language Acquisition. Oxford Introduction to Language Study.
Oxford, New York:Oxford University Press. 47-48.
4. Ellis, R.( 2004). The Study of Second Language Acquisition. Oxford University Press.
242-244.
5. Ellis, R. (2002). Second Language Acquisition. Oxford Introduction to Language Study.
Oxford, New York:Oxford University Press. 50-53.
6. Ellis, R. (1997). Second Language Acquisition. Oxford Introductions to Language Study.
Oxford, New York: Oxford University Press. 47-48.
7. Ellis, R.(1984). Classroom Second Language Development: A Study of Classroom
Interaction and Language Acquisition. Oxford, Uk: Pergamon. 95.
8. Escamilla, K. and Grassi, E. (2000). A Brief Description of Second Language
Acquisition. From the Professional Development Resource Series, “Second Language
Acquisition”, BUENO Center, University of Colorado, Boulder. 1-21

9. Interaction Hypothesis. From Wikipedia, the Free Encyclopedia.

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 10. Johnson, K. and Johnson, H. (1999). "Interaction Hypothesis". Encyclopedic Dictionary
of Applied Linguistics: A Handbook for Language Teaching. Oxford: Blackwell
Publishers. 170-174.
11. Krashen, S. D. (2009). Principles and Practice in Second Language Acquisition,
University of Southern California. 20-22.
12. Krashen, S. D. (2009). Principles and Practice in Second Language Acquisition,
University of Southern California. 25-30
13. Larsen-Freeman, D. and Long, M. (1991). An Introduction to Second Language
Acquisition Research. London, New York: Longman. 140-143.
14. Long, M. (1996). The role of the linguistic Environment in Second Language
Acquisition. In W. C. Ritchie and T. R. Bhatia. Handbook of Second Language
Acquisition. San Diego, CA: Academic Press, 413-420.
15. Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge
University Press. 4-5
16. Renandya, W. Essential Factors Affecting EFL Learning Outcomes: A Personal
Reflection.Retrieved on 14 April 2013 from
www.academia.edu/.../Essential_Factors_Af...
17. Zhang, Sh.(2009). The Role of Input, Interaction and Output in the Development of Oral
Fluency. English Language Teaching. Canadian Center of Education. Vol.2, №4. 91-100

Tamar Jojua, Maya Daraselia Mzia Topuridze

The Role of External Factors in the Process of Second language Acquisition

Summmary

The article deals with one of the important aspects in language teaching methodology—the role
of external factors in second language acquisition.

Learning a second language is very a complex and many-sided phenomenon connected with
many affective factors. They greatly decide quite different levels of learners’ achieved

7
proficiency. It is widely recognized that among them which greatly influence and determine the
quality and effectiveness of the foreign language acquisition are definitely external and internal
factors. External factors are linked with the situation and environment in which language
learning takes place. External factors ----- input, interaction, social aspects, various related
concepts and ideas are analysed in the article.

In conclusion it is underlined that external factors due to their specific and affective nature with
the internal factors play a very important role in the process of second language acquisition.

თამარ ჯოჯუა, მაია დარასელია, მზია თოფურიძე

გარეგანი ფაქტორების როლი მეორე ენის შეთვისების პროცესში

რეზიუმე

ნაშრომში განხილულია უცხოური ენის სწავლების მეთოდიკის ერთ-ერთი

მნიშვნელოვანი საკითხი---გარეგანი ფაქტორების როლი მეორე ენის შეთვისებისას.

მეორე ენის შესწავლა საკმაოდ რთული და მრავალმხრივი ფენომენია რომელიც

დაკავშირებულია ბევრ ფაქტორთან. ეს ფაქტორები განსაზღვრავენ შემსწავლელთა
შეთვისებული მეორე ენის განსხვავებულ დონეს. ცნობილია რომ იმ ფაქტორებს
შორის რომელთაც დიდი გავლენა გააჩნიათ მეორე ენის ეფექტურად ათვისებაზე
გარეგანი და შინაგანი ფაქტორების როლი ეჭვგარეშეა. გარეგანი ფაქტორები
დაკავშირებულია იმ სიტუაციასა და გარემოსთან რომელშიც ენის შესწავლა
მიმდინარეობს.

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ნაშრომში გაანალიზებულა შემდეგი გარეგანი ფაქტორები: შენატანი, კომუნიკაცია,
სოციალური ასპექტები და ამ საკითხებთან დაკავშირებული კონცეფციები და
იდეები.

დასკვნაში აღნიშნულია რომ გარეგანი ფაქტორები გამომდინარე მათი სპეციფიკური

და ეფექტური მახასიათებლებიდან, თამაშობენ ძალზედ მნიშვნელოვან როლს
მეორე ენის ათვისების პროცესში.