TASK 3: LANGUAGE ACQUISITION

Tutor:
Andres Orlando Blanco

Group´s number:

551018_2

Presented by:
Iván Mauricio Barrantes I.D. 1074416887

Danna Michel Rodríguez I.D. 1018513858

Eduardo Javier López I.D. 80155513

Paula Andrea Peña I.D.

Paola Andrea Barbosa Bautista I.D. 1030678155

First and Second Language Acquisition and learning

Universidad nacional abierta y a distancia

8th of April 2020

 1. Learning process descriptions and information on age as a factor for language
acquisition.

Iván Mauricio Barrantes

Task 1a. Language reflection

In order to set some background I can tell that my truly formation in learning English as a
Foreign language started at the age of 18, before that, everything was a set of vocabulary and
ideas without form or sense, at least for me, probably the classes and the teachers were good but
the experience was not meaningful.

Even though I know my tutor was not applying the thesis mentioned in these theories I
can link some components present in my early learning experience.

As I mention before my process started when I was 18, the beginning of adulthood for
that reason my process was learning not acquisition, I was conscious about what was studying,
being able to create contrasts and setting in my mind new structures, this is taken from “the
acquisition-learning distinction hypothesis”.

The order in the way concepts and topics were taught, followed a curriculum planed
from the particular and simple to more complex ideas.

I remember that in grammatical aspects the components of language were taught in a

sequence similar to the one shown in “the natural order hypothesis”, it very interesting
because I think that either my tutor or the authors of the curriculum took into account this theory
to organize the units.

But the hypothesis that I feel more identified with is “the effective filter hypothesis ”,
here I can highlight that the way my tutor carried out the whole teaching process set at the very
beginning an atmosphere of motivation, allowing the mistake as part of the learning process,
controlling the anxiety you can experiment when you go through this experience, and this
resulted in self-confidence, this last feeling allowing to participate, create and develop
expectation and interest as never before.
 So far, these feelings have been the foundation of my way to learn, and is very
interesting how these theories are accurate when describing this complex subject.

Task 1b. Age for learning

Based on the information provided on the resources besides my own experience working

with students of different ages, in elementary school and programs of formation in English as a

Foreign Language including students teenager and adults as students, I can totally agree with the

common believe of “the earlier the better”.

Of course in the articles the analysis of the process of acquiring a second language is

analyzed very deeply, including very specific scenarios like the naturalistic language learning

context and the instructed language learning context, these are the two possible contexts where a

young learner can be involved in, and the way L2 is acquired on each is totally different.

Is not a secret that the cognitive conditions in early stages of live as mental characteristics

and brain development benefits tasks as acquiring a language, after all is already written in our

DNA, so this predisposition sets a perfect scenario for kids to literally “soak up as sponges” in

terms of Torras, Tragant and García on his work of 1997: 142 all the vocabulary and expressions

included in L2.

This absorption can be effective and meaningful depending on one important variable, the

level of exposure to L2, in the case of learners going through the naturalistic language learning

process, the exposure to L2 is constant and integrated in the environment, this is a case of

Acquired Language, is probable that the learner can reach a similar proficiency in the language
as a native speaker. On the other hand there is the case of learners involved on a instructed

language learning process, where the level of exposure is stablished by the tutors and it has an

average of few hours per week. The learning effectiveness in terms of time is dramatically

reduced.

Even though the younger age group can acquire L2 faster than older populations, when it

comes to understand the way language works, meaning the grammatical background involved in

syntactic functions and the structure of language, older age groups such as teenagers and adults

outperform the younger generation.

The main reason is that older age groups are able to learn not just acquire.

In conclusion, for acquiring processes of L2, younger groups as kids who have

immigrated to other countries and are exposed to a constant input of L2 have a clear advantage

over kids involved in academic processes that are not immersions, and also over older groups in

terms of efficiency in time. But acquire is nor learn, and this though task can only be carry out

once the learner has understood a complex background in language use, which mean after

puberty at least.
Danna Michel Rodríguez

Task 1a. Language reflection

Since childhood I have always had difficulties with learning a second language, because

it was difficult for me to learn it. At school I always got low marks in English because I never

understood the way it worked and the understanding of it, I had confusion in the grammar,

meanings and organization of sentences.

When I analyzed the 5 hypotheses of Krashen, I consider that I identify myself in the

acquisition of language is the affective filter hypothesis, because as time went by I realized that

learning a second language was not so bad, In fact, it was a new opportunity to move on to what

I wanted, so I decided to use it as a learning challenge.

Learning a second language was acquired through motivation, self-confidence and little

anxiety. I discovered that when I was anxious, I was filled with fear and so could not get a

facility in the language, for that reason I decided to create motivational and trusting

environments that would allow me to gain security and tranquility in order to learn the second

language.

Task 1b. Age for learning

Learning a second language allows you to enrich life, experience new ideas and exercise

the mind, for this reason for a person to acquire the development of knowledge ability is in early

age.
 Early age allows you to achieve retention and concentration more than others, feel safer

to relate to others and generate more neural connections due to brain stimulation, so you can

easily consider learning a second language, because in the long term they tend to achieve high

levels of skills because their affective filters allow them to develop skills.
Eduardo Javier López

Task 1a. Language reflection

After analyzing the 5 hypotheses described in Krashen, S. document, I think the one that

best describes my language acquisition is the acquisition-learning distinction hypothesis, this

because I had the chance to learn the language in the U.S and so I was able to be involved in the

language environment, giving me the opportunity to start with a subconscious process of the

learning, and being aware of the use of the English language to communicate with others. I also

experimented with the feeling of making mistakes in the language and being aware of making

those mistakes, but not having clear what those mistakes were. Something else that happened to

me, was that the non-technical language that I acquired was through an informal and natural

learning process. I have since then, been learning English through the language learning process,

which has permitted me to acquire a formal knowledge of the language; being able to learn

grammar rules, phonetics and phonology, morphology and also functions of the English language

being conscious of what I been learning.

Task 1b. Age for learning

The literature as a whole affirms that learning a language at a young age can help

individuals learn it easier than at an old age, however other factors come into play as the input

and the affective filter, taking this into account we can say that age itself is not the only predictor

in the second language acquisition, but also other variables that can influence this as the time and

exposure are held constant

 If we analyze the concept that says that the younger the individual the easier it is for this

person to learn, we can argue that for example, that even though it can be easier to learn

vocabulary at a young age, the adolescents can better regulate and acquire conversational

competences and have more comprehended input making the learning process a lot faster.

The possibility that an adult retains the natural language acquisition, can also increment

the level of their competences even though this being part of the acquisition process of young

acquirers.

Another factor related to older acquirers is the fact that they are conscious about what

they are learning, for example when an individual is learning the grammar rules.

In conclusion, although at first glance age seems to be a very important predicting factor

in acquiring a second language, we note that there are other variables that, depending on the

context, can favor the learning of one or another individual regardless of their age.
Paola Andrea Barbosa Bautista

Task 1a. Language reflection

Upon analyzing in depth the 5 hypotheses of Stephen Krashen , I felt identified with the way of

acquiring a foreign language with the hypothesis of the affective filter , since I had a revolution

of emotions in the whole process that I still carry out since I had before a certain fear or

censorship with the typical fear of not learning or failing to learn well , but little by little in the

development of my process I have every time seen this learning process as a way to advance my

personal, professional and family goals.

In this way I feel that thanks to the hypothesis of the affective filter has generated in my abilities

that before starting the process of learning a second language I did not have , such as motivation

and discipline, in this way I have been able to self-evaluate my process and go forward each time

for my purpose.

Task 1b. Age for learning

A lot has been said about the appropriate age to acquire or learn a new language , it is clear that at

an early age individuals are fast and agile receivers , like a sponge that absorbs all new

knowledge. However, age is not a fixed factor when learning a second language, since age is a

variable in the learning processes of a second language in the world, but we could not classify it

as a constant.
Skills such as discipline or motivation can be evaluated as other types of variables allowing

individuals of mature ages to learn a second language effectively ; in the same way adolescents

and young people introduce their personal tastes as motivation to acquire new knowledge.

In summary, although the age variable in the smallest learning individuals is a reliable factor , it

is notable that there are other variables that , in the age / environment perspective, significant

learning can be developed, resulting in the learning of a second language.

Paula Andrea Peña

Task 1a. Language reflection

According to my experience in learning the English language, I was not able to fully identify

once of these theses, the ones that most agree are those of the monitoring hypothesis because

throughout my student life the role that my English teacher performed was that of correcting, an

autonomous learning was always carried out where the students acquired the language through

relationships such as songs, use of ICT, films, series or readings. After this, there were

exhibitions where the teacher clarified and perfected the subject.

On the other hand, already in my university life I have related more to the hypothesis of

entry taking into account that this is based on the hypothesis of the monitor, as expressed by

Krashen in his text (2003), where the language is acquired " Searching for meaning”, and, as a

stated objective, promote the acquisition of knowledge, which is evidenced, constantly proposed

and motivated by UNAD teachers.

Task 1b. Age for learning

According to several of the hypotheses put forward by Krashen, both adults and children have

the same language learning abilities, but sometimes they are given more certain theories or

forms.
An example of this is through the first test, which says that one of the ways in which adults

acquire “language, a similar process, if not identical, the way that children have the ability in

their first language ”(Krashen 2003), in a study by the BBC newspaper where several students

from a bilingual school are analyzed, it is evident how at an early age" children do not learn

language, they acquire it "(Carmen Rampersad, 2018) referring to the Hypothesis OF THE

DISTINCTION ACQUISITION-LEARNING.

But in most cases it is clear that children adapt more easily to their new environments, therefore

they are much easier for new challenges such as learning a language, according to Ricardo

Romero, director of English at the British Council, all Human beings are born with a mechanism

that allows them to acquire any language. Although this mechanism becomes less efficient after

12 or 14 years (2017).
 2. Critical Reviews

From Iván Barrantes to Danna Michel Rodriguez

Dear Danna, in agree completely with the benefits mentioned in your short thesis about the
advantages of develop processes of learning a L2 in early stages of life, you make special
emphasis on the positive effects of learning this knowledge in social and mental aspects like
retention of information and safer ways to relate with others, and even thought you mention in
the last part the impact this has in long terms, I guess it is necessary to reference contrasts with
other groups of learners, including different characteristics as age and learning processes.

Also, it could be clearer about the factor and conditions this development needs to be
effective, I mean what pre-set environment and actors take place for this almost utopian
description, since there is not any difficulty on it.

I consider the process of explaining how to acquire or learn a L2 very complex and
contrasts help to be clearer.
 Links of presentations

Iván Mauricio Barrantes

https://view.genial.ly/5e8a9ea878f6e10e10f18246/video-presentation-how-did-i-learn

Danna Michel Rodríguez

Eduardo Javier López

Paula Andrea Peña

Paola Andrea Barbosa Bautista

https://view.genial.ly/5e8c8e2f6cbff60dfb45ae7d/horizontal-infographic-timeline-my-english-
learning-process
 REFERENCES

 The following resources are available to support your learning process about second
language acquisition.
Krashen, S. (2009). Principles and Practice in Second Language Acquisition. University
of Southern California.9-45. Retrieved from
http://www.sdkrashen.com/content/books/principles_and_practice.pdf

 Ellis, R. (2003). The study of second language acquisition. Oxford: Oxford University
Press. 11-40. Retrieved from https://drive.uqu.edu.sa/_/malehyani/files/Rod-Ellis-The-
Study-of-Second-Language-A.pdf
 Guillen Ramirez, M. ( 10,12,2018). OVI Unit 2 First and Second Language Acquisition
and Learning. [Archivo de video]. Retrieved from http://hdl.handle.net/10596/22629