FP003 – SECOND LANGUAGE ACQUISITION

PRACTICAL ACTIVITY
General instructions:

The practical activity of this subject consists of carrying out the tasks detailed below. To
do this, the learner must keep the statements of each of the tasks and respond to each of
them. In addition, the activity must meet the formal requirements:

 Length: 5-6 pages (excluding instructions, statements, bibliography and annexes, if any).
 Font: Arial.
 Size: 11 points
 Spacing: 1.5.
 Alignment: Justified.

The activity should be carried out in this Word document following the rules of
presentation and editing in terms of citations and bibliographic references (see Study
Guide).

Submission must be done following the procedures described in the subject’s evaluation
document; under no circumstances should it be submitted through the professor’s
email.

On the other hand, remember that there are evaluation criteria which are considered
extremely important for the learner to follow. For further information, please refer to the
subject evaluation document.

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TASK 1 - SIMILARITIES AND DIFFERENCES BETWEEN L1
AND L2 ACQUISITION

Table 2.3. of contents presents a summary table - adapted from Ellis (1994) who in turn
draws on a similar scheme by Bley-Vroman (1989) - which includes some of the features
involved in language acquisition. Refer to the table and answer the following questions:

Language Acquisition (Ellis, 1994 based on Bley-Vroman, 1989)

Feature L1 acquisition L2 acquisition

children normally achieve perfect adult L2 learners are unlikely to

Overall success
L1 mastery achieve perfect L2 mastery

General failure success guaranteed complete success rare

Little variation in degree of L2 learners vary in overall

Variation
success or route success and route

L2 learners may be content with

less than target language
Goals target language competence
competence or more concerned
with fluency than accuracy

common, plus backsliding (i.e.

Fossilization unknown return to earlier stages of
development)

L2 learners are often unable to

children develop clear intuitions
Intuitions form clear grammaticality
about correctness
judgements

Instructions not needed helpful or necessary

correction not found and not correction generally helpful or

Negative evidence
necessary necessary

play a major role determining

Affective factors not involved
proficiency

a) Can you think of any other difference? Try to add some more features to the
table.
b) What points do L1 and L2 acquisition have in common?

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TASK 2

The next article describes some of the problems involved in conducting research into
motherese (also referred to as child directed speech in the article). Read the text and
answer the following question: Lieven poses three questions on the first page of the
article. Explain (very briefly) the main points she makes with regard to each one.

Article: Lieven, E. (1996). Language addressed to children: Linguistic and Cultural

Aspects. In N. Mercer & J. Swann (eds.), Learning English: development and diversity.
(pp. 40-43). London: Routledge.
Note: Your answer should be in your own words.

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TASK 3. ERROR ANALYSIS 

Next utterances have been produced by L2 English learners (L1= Spanish). The analysis
consists in: 

 identify and describe the errors that appear in the utterances 

 give an explanation about their origins 
 interlingual errors (result of L1 transfer) 
 intralingual errors (result of the own L2 development process)

1. We put all the equipments on the beach 

2. A large number of people is sick
3. He is owing me ten dollars 
4. Does John can sing? 
5. I am also speak German 

Very important: the following personal details must be included on the cover page.

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Student first and last name(s): Ada Patricia Socolich Manrique

Group: FP003

Date: 30th October 2022

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Task 1 - Similarities and differences between L1 and L2 acquisition
a) Can you think of any other difference? Try to add some more features to the
table.

Based on the readings we have done I have added some additional differences between
L1 and L2 acquisition.

Feature L1 acquisition L2 acquisition

Transfer Does not happen Many elements from L1
Negative transfer
Positive transfer
Interference Not present Level will depend on the
distance existing between
the languages.
Interlanguage Not existing Variable in each stage of
the learning process.
Age at learning Since born Goes from very young to
adult learners
Motherese Language Initial input Not present
Context Natural context Educational context is most
frequent.
Critical Period Hypothesis Not present Present especially for adult
learners.

1. Transfer: This influence of L1 in the learning of L2 does not happen when acquiring our L1.
Initially, it was considered negative but there are also cases where it facilitates the learning of
certain structures.
2. Interference: It won´t be present in L1 and the level of interference in L2 will depend on how
different the languages are, and how much distance exists between them.
3. Interlanguage: This is an individual system. The language developed by the learner during the
process of acquiring an L2 or additional languages. It is not static it changes according to the
stage of development of the student. If there is no progress it could lead to fossilization.
4. Age at learning: Native speakers are exposed to the language when they can rely on LAD to
develop competence in the language.
5. Motherese Language: Present only in the early ages of native speakers.

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6. Context: Native speakers are exposed to the language in a natural context and learn the
language through meaning. The child is exposed to all kinds of situations and even though the
input he or she could be receiving during his or her early age could be poor, they will acquire
the language and develop competence in it. The cognitive process for learning the language in
this case is subconscious. On the other hand, the learners of L2 will vary in age and besides
heritage speakers. Most of them will learn the language in an educational context where they
will be exposed to a controlled and regulated environment. In this situation, the learning will
take place through a cognitive process that will be conscious and will require effort from the
learner.
7. Critical Period Hypothesis: It is considered a determining factor in the level of competence
and performance achieved by adult L2 learners.

b) What points do L1 and L2 acquisition have in common?

We can consider these common points in learning L1 and L2:

Developmental sequences: Acquisition of L1 and L2 follow a similar pattern of

development. It is a sequence of stages that the learners go through during the
process of learning the language. The stages considered in this pattern are the silent
period (initial stage) in which the learners try to understand and identify the language
that they are receiving the input. The second stage is the period of formulaic speech
in which students use learned chunks of language or expressions to communicate.
The third stage is when language learners apply a simplification of structural and
semantic forms. They omit the use of grammatical structures or words. The reason
why this could be happening is that they lack the knowledge of the linguistic form
needed for the production or they can´t access this linguistic knowledge.

Acquisition order: the Natural Order Hypothesis (Krashen) states that the
acquisition of morphemes in L2 follows a specific order regardless of the native
language or age of the learner. This natural order of acquisition is also present in
children learning their L1.

Input: The starting point for learning a language is the input the learner will receive.
This input varies in L1 and L2. When learning L1 the first input children receive can
be also known as motherese. This is the language mothers use when speaking to
their children. It has specific characteristics, such as: use of simple words, repetition,
use of simple grammatical structures. Even though the quality of this input can be
considered poor it serves its purpose which is give the child the opportunity to identify
the language heard. The quality of input in second language acquisition is a
determining factor in the process of acquiring L2. This input in SLA must be

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 comprehensible, interesting, relevant and to help the development of the
interlanguage it should contain structures slightly above the current level of the
learner. We should also consider that both in L1 and L2 regardless of the quality and
quantity of the input the intake will vary from learner to learner.

TASK 2- Explain briefly the main points Lieven makes.

A fact that has been established is the importance of input to develop the language. This
input starts at an early age. As soon as a child is born, she / he will be exposed to her / his
native language. In some cultures, children will be talked to in a way called Motherese,
Baby Talk, Infant Directed Speech, or Child Direct Speech. In other cultures, they will not
be addressed directly but they will be able to listen to the conversation of the adults
surrounding them. Depending on the situation, the children will be exposed to different
quality of input, but regardless of the environment in which the children listen to their
native language, they will learn it. If we consider that children will be addressed using
Motherese, the range of environments is quite wide. Each household becomes a different
environment if we consider the culture, traditions, and level of education of the members
of each family. We must also consider that children are often taken care of, not by family
members, but by hired caregivers who also have a different background, culture, and
educational level. Therefore, the input they will receive will vary greatly depending on the
person in contact with the child.

There is little reference in the article to language adjusted to children, but we know thanks
to the readings, that Motherese is an adaptation of the language. It has various
characteristics, such as, the use of very simple structures, repetition, use of frequent
vocabulary, intonation, slower speech, exaggerated intonation and pronunciation, among
others. This adaptation of speech by adults will vary depending on a wide range of socio-
economic factors such as culture, age of the people in contact with the children and even
level of education.

One of the positions referred to by the author of the article is that Motherese is universal.
It is a conscious adjustment that adults do to the language they use when addressing
children. It is used with the purpose of bonding and getting a reaction to establish
communication. The changes made in the language have the purpose of initiating
communication and developing interaction between mother and child which will facilitate
language acquisition. Motherese will adjust according to the progress of the child
acquiring the language. The use of more complex vocabulary, structures, and use of
language will appear as the child improves in his or her performance.

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TASK 3. Error Analysis 
With the incorporation of Error Analysis into the study of Language Acquisition, the way
errors are considered changed, and the negative point of view towards them also changed
as they are now an important event in the process of learning a language. Through Error
Analysis we can establish an inventory of the most frequent errors and analyze what
causes them.

There are different types of errors depending on their origin. We can consider interlingual
errors, due to interference with their mother tongue, and intralingual errors due to the
difficulty of the target language and the stage of development of the interlanguage of the
learner. We can also make a difference between local errors which do not affect the
communication process or the understanding of the message and global errors which are
more serious because they interfere with the meaning of the message and the
understanding of the utterance.

When talking about interlingual errors we can consider the influence of negative transfer
or interference of the mother tongue in the observed errors. Within intralingual errors, we
must consider the interlanguage of the learner at a specific time in his or her development.
The type of errors learners can have due to the difficulty of the language can be
simplification, overgeneralization, hypercorrection, faulty teaching, fossilization,
avoidance, inadequate learning, and false concepts hypothesized. Due to the variety of
possibilities that can generate an error, it becomes difficult to identify only one cause.

1.-) We put all the equipments on the beach 

In this statement, the error is in the work “equipments”. This word in English is an
uncountable noun therefore the correct form would be “We put all the equipment on the
beach”.

This is an interlingual error as the origin is the interference of the mother tongue because
in Spanish the word equipment (equipo) has a plural form (equipos). We can also
consider it a local grammatical error as the mistake does not affect the meaning. It can
also be considered an overgeneralization as the student might have generalized the use
of -s to indicate plurals without considering the existence of exceptions for uncountable
nouns.

2.-) A large number of people is sick.

In this sentence, the error made is the use of the verb “to be” in the singular form. People
is plural and therefore the correct form of the verb to be would be “are” being the correct
sentence “A large number of people are sick”.

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In this example, the origin of the error can be interlingual. It can be considered a stage in
the interlanguage of the student, which has not yet learned subject-verb agreement. It can
also be due to not knowing that “people” is a mass noun, therefore, it should be used as a
plural.

It can also be considered an interlingual error, caused by the interference of the native
language and a direct translation from Spanish: “Un gran número de personas está
enferma”.

In this example, more information is needed to really be able to identify the origin of the
error.

3.-) He is owing me ten dollars.

The error in this sentence is the use of a continuous form with a stative verb “owe”.

We can say that the origin of this error is interlingual due to the interference from the
mother tongue as in Spanish we say “Me esta debiendo ….” to refer to a present situation
and this would be a direct translation from Spanish.

We could also say that the origin is intralingual and originated by the stage of the
interlanguage of the student. Who will use a continuous form to address an ongoing
situation. We can also consider it an overgeneralization as the student used the
continuous form to talk about a present reality.

Further analysis of the frequency of the error and the context in which it was made, would
be necessary to identify its origin as with the information we have it could have different
origins.

4.-) Does John can sing?

In this question, we can identify 2 errors. The message is not clear which will make this a
global grammatical error. We can identify the misuse of an auxiliary verb (Do) and of a
modal auxiliary verb (Can) by using them both in the same question.

This could be considered an intralingual error in its origin. It could be caused by the
overgeneralization of the rules of auxiliary verbs. The student, due to the stage of his or
her interlanguage, does not know how to use correctly Do or Can. In this example, it is
clear that there is no interference with the mother tongue.

5.-) I am also speak German

The sentence has the auxiliary verb “to be” and also the verb “speak”. In this example, the
error is the misuse of the verb to be which is completely out of context.

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 In this case, the origin of the error can be considered intralingual as it seems to be caused
by the developing stage of the interlanguage of the speaker. It could be due to the
overgeneralization of the rule, also to faulty teaching or inadequate learning.

Bibliography
Hulstijn, J., Young, R., Ortega, L., Bigelow, M., DeKeyser, R., Ellis, N., . . . Talmy, S. (2014).
BRIDGING THE GAP: Cognitive and Social Approaches to Research in Second
Language Learning and Teaching. Studies in Second Language Acquisition,36(3), 361-
421. doi:10.1017/S0272263114000035

Lado, R. (n.d.). The Role of Error Analysis in Second Language Acquisition (English). Academy
Publication. Retrieved October 30, 2022, from
http://www.academypublication.com/issues/past/tpls/vol02/05/22.pdf

Larson, D. (n.d.). Principles and Practice Second Language Acquisition. Stephen Krashen.
Retrieved October 30, 2022, from
http://www.sdkrashen.com/content/books/principles_and_practice.pdf

Lieven, E. (1994). Crosslinguistic and crosscultural aspects of language addressed to children. In

C. Gallaway & B. Richards (Eds.), Input and Interaction in Language Acquisition (pp. 56-
73). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511620690.005

Pine, J. (1994). The language of primary caregivers. In C. Gallaway & B. Richards (Eds.), Input
and Interaction in Language Acquisition (pp. 15-37). Cambridge: Cambridge University
Press. doi:10.1017/CBO9780511620690.003

Snow, C. (1994). Beginning from Baby Talk: Twenty years of research on input in interaction. In
C. Gallaway & B. Richards (Eds.), Input and Interaction in Language Acquisition (pp. 3-
12). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511620690.002

SECOND LANGUAGE LEARNING ERRORS THEIR TYPES, CAUSES, AND TREATMENT

Hanna Y. Touchie Abstract Recent research in applied linguist. (n.d.). JALT Publications.
Retrieved October 30, 2022, from
https://jalt-publications.org/sites/default/files/pdf-article/art5_8.pdf

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