Applied Linguistics

Classwork 5
Unit 3: Second Language Learning and Acquisition
Nicolas Ariel Bravo.
A. How do the characteristics and learning conditions of the following learners differ? Discuss the
questions and complete the chart on the next page. (You do not need to write the answers to the
questions)

 A young child learning a first language

Nativists claim that a child is born with an innate knowledge of a predisposition toward language,
and that this innate property is universal in all human beings.
It is a common informal observation that children are good imitators. So we might think
that imitation is one of the important strategies a child uses in the acquisition of language.
This is not inaccurate on a global level. Indeed, research has shown that echoing is a
particularly important strategy in early language learning and an important aspect of early
phonological acquisition.
 A child learning a second language in day care or on the playground
Bilingual children learn faster and easier, have improved problem solving skills and creativity, and
have more career opportunities in adulthood. They also find it easier to connect with other cultures
which makes them more open-minded and tolerant of diversity, and they are less likely to experience
age-related mental illness as they reach old age. Most importantly, it’s much easier to learn a second
language at an early age.

In addition, learning a second language isn’t as difficult as it used to be. Scientists are constantly
studying second language acquisition and developing new methodologies to help kids learn faster.

 An adolescent studying a foreign language in their own country

 An adult immigrant with limited or disrupted education working in USA and having no opportunity
to take classes.
Some obvious causes of problems that arise in acquiring a second language are related to the fact
that most people we try to learn another language during adolescence or as adults with courses
of a few hours a week of class and with a language already learned available for everyday
communication needs.
Other causes that seem less likely include the hypothesis that Adult tongues become “stiff” when
pronouncing one type of language and cannot adapted to the new sounds of another language. The
problem is that there is no evidence
physical to prove it.
 1. Do they already know at least one language?
2. Are the cognitively mature? Are they able to engage in problem solving, deduction, and complex
memory tasks?
3. How well developed is their metalinguistic awareness? Can they define a word, say what sounds make
up that word, or state a rule such as “add an -s to form the plural”?
4. How extensive is their general knowledge of the world? Does this knowledge enable them to make good
guesses about what a second language interlocutor is saying?
5. Are they likely to be anxious about making mistakes and concerned about sounding “silly” when
speaking the language?
6. Does the learning environment allow them to be silent in the early stages of learning, or are they
expected to speak from the beginning?
7. Do they have plenty of time available for language learning and plenty of contact with proficient
speakers of the language?
8. Do they frequently receive corrective feedback when they make errors in grammar or pronunciation, or
do listeners usually overlook these errors and pay attention to the meaning?
9. Do they receive corrective feedback when their meaning is not clear, when they use the wrong word, or
when they say something that seems inappropriate or impolite?
10. Is modified input available? That is, do interlocutors adapt their speech so that learners can understand?

Give your opinion about the presence or absence of learner characteristics and learning conditions for
the four different learners mentioned above. Use the following notation:
+ usually present
- usually absent
? sometimes present, sometimes absent
First Language Second Language
 Young child (at Young child Adolescent Adult (on the job)
home) (playground) (classroom)
Learner Characteristics
Another Language
Cognitive maturity
Metalinguistic
awareness
World knowledge
Anxiety about
speaking
Learning Conditions
Freedom to be silent
Ample time
Corrective feedback
(grammar and
pronunciation)
Corrective feedback
(word choice,
politeness)
Modified input

B. After completing task A, what are your conclusions in terms of second language learners’
characteristics and second language learning conditions? List and explain two for each. Be critical!

Second language learners’ characteristics

1.
2.

Second language learners’ conditions

1.
2.