THEORIES OF SECOND LANGUAGE ACQUISITION: A

COLLECTIVE CASE STUDY OF ACQUIRING A

SECOND LANGUAGE USING THE DIFFERENT
ACQUISITION METHODS

PRESENTED BY:
LADA, MARIANNE B.
LABASTILLA, ROUEN
NENIAL, JEVCAILYN B.
RULE, RHEVEN CLIVE T.
SYNOPSIS

This case study is created to examine the research studies of published researches of
certain group of people acquiring their second language. In this case study, the researchers
identified the problems these people have encountered in acquiring their second language, and
provided specific solutions using the different language acquisition methods: (1) grammar
translation method, (2) audiolingualism, (3) direct method, (4) suggestopedia and
desuggestopedia, (5) Cognitive-code approach, (6) Natural Approach, (7) Total Physical
Response.

INTRODUCTION

"Language is power, life, and the instrument of culture, the instrument of domination and
liberation."
History is witness to how language evolved through time, and how it captivated countries
and liberated them at the same time. Language indeed is a gift. It allows us to communicate,
build relationship and unify despite our differences.
Being able to speak one language is power, and having the ability to speak two or more is
an advantage. Nowadays, it is common to find someone who is either bilingual or polylingual--
someone who is able to speak two or more languages.
In the Philippines, it is an advantage for us that we are able to speak our native tongue and
English at the same time. It makes globally competitive and visible in the international scene.
But what happens if we encounter difficulty in acquiring a second language? Is all hope
lost in second language acquisition? Are there ways where we can aid this?
 CASE STUDY NO. 1

THE DIFFICULTIES FACED AND THE STRATEGIES USED BY THE ENGLISH

DEPARTMENT STUDENTS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

DISCUSSION

Our first case study are Indonesian students at the English Department of the Universitas
Tronojoyo Madura. They are considered to be adult learners learning the English language, but
are having difficulties in learning English. One factor that may affect their difficulty in learning
the language is the difference of the phonological and phonetic system of the English language to
their native language.
Just like the Philippines, Indonesia has made English as one of their formal subjects in
school. As early as elementary, Indonesians are already taught the English subject, however, they
still cannot use the English language properly and show poor command over English. (Salm,
2015)
Lodges et. al (2018) states that difficulties are unavoidable when learning, especially when
learning a language. The difficulty factors that students may encounter in learning the language
could not only come from the teacher, but also his environment. Heinstrom (2012) suggests that
our personality in dealing the lessons also play a factor in the way we learn, meanwhile
Megawati (2016) mentions that the lack of vocabulary in English is also the reason why they find
it hard speaking the language.
Additionally, pronunciation and grammar, are the main reasons why they are unable to
speak the language. Mispronunciation of the words can oftentimes change the meaning of the
word and the sentence, Sholeh and Mohaji (2015). Moreover, grammar rules is the most
challenging part in learning the language (i.e. parts of speech, subject-verb agreement) . Petra
(2015) added that some students are afraid to speak the language because they are conscious of
their grammar and the grammatical mistakes that they make.

FINDINGS AND SOLUTION

The researchers of this study find the use of Grammar translation method beneficial in
acquiring English as their second language. It is made mention in the study that the students are
afraid to speak the language because they are conscious of their grammar and grammatical
mistakes that they make. By using the grammar translation method, it will enable the students to
study grammar and translate words into their own language. Additionally, it will also improve
their reading comprehension and their writing skills.
Secondly, the researchers also encourage the use of suggestopedia and desuggestopedia in
this situation. The goal of suggestopedia to language learning is that it creates a comfortable and
efficient learning environment. This study also talks about the difficulty factors that students may
encounter in learning the language and could not only come from the teacher, but also their
environment. Desuggestopedia is used to eliminate the negative feeling that can be experienced
by the students while learning and acquiring the language. In this manner, the students are less
conscious of the errors that they make, and instead are encourage to speak the language whether
they are grammatical or not.
Moreover, the direct method or the natural method is an essential method with its goal to
learn a language in its most natural way. With this application, the students in this university will
acquire the desired language with the most convenient and complex way of learning it.
Lastly, the researchers also recommend the use of Audiolingualism. The students of this
university is also facing difficulties with pronunciation and grammar which are the main reasons
why they are unable to speak the English language. Audio Lingualism helps by its teaching
approach of acquiring language focuses more on speaking and listening rather than reading or
writing.

CASE STUDY NO. 2

THE TYPES OF ERRORS IN THE SPEECH PRODUCTION OF PRESCHOOLRS

ACQUIRING LATVIAN AS THE SECOND LANGUAGE IN AN INSTRUCTIONAL
SETTING

DISCUSSION

Our second case study deals about Russian-Latvian toddlers aged 5 to 6 year olds
acquiring Latvian as their second language. Kids, especially toddlers, are prone to making
erroneous mistakes when speaking a new language. When a child tries to express something
using his second language, he will try his best to convey what he is feeling and not minding
about his grammar.
Attempts for better understanding of the process of second language acquisition/learning
has been made for a long time. Nowadays, errors are not seen as negative, but rather as the norm,
not the exception. Errors are important when teaching a language because this helps the teacher
to: (a) tell the teacher what he or she should teach (b) are a source of information about how a
learning proceeds (c) allow the learners to test their L2. (Tomme-Jukevica, 2019)
Burt, Dulay and Krashen identified 4 classifications in which we can categorize an error.
(1) Linguistic category taxonomy, (2) Surface strategy taxonomy, (3) Comparative taxonomy,
(4) Communicative taxonomy.
Linguistic category taxonomy indicates in which component of language the error is
located e.g. phonology, syntax and morphology etc. Surface strategy competence, concentrates
on the ways in which surface structure is altered and deviate. For example, a child may have the
tendency to omit necessary things and add unnecessary things to his sentence. Comparative
taxonomy, classifies errors on the basis of comparing the structure of L2 errors to other types of
construction, most commonly to errors made by children during their L1 acquisition of the
language in question. Communicative effect taxonomy, focuses on the effect of the error to the
listener or reader.

FINDINGS AND SOLUTION

With the situation of the students, Audiolingualism Method has a big factor in learning
their second language. By using this method teachers can reinforce the students by giving them a
positive feedback when they deploy phrases correctly. The Audiolingualism method emphasizes
repetition, mimicry, and drills to reinforce language patterns. It aims to develop habits of
responding in a target language without explicit grammar instruction. This approach believes in
learning through listening and speaking, fostering automatic responses. With this method,
teachers introduced simple phrases using Latvian through repetitive activities. Then, the teacher
encouraged the children to mimic her pronunciation and repeat phrases during circle time.

One method cannot occupy all the learners needs, teacher must combine other method with
another method to effectively deliver the language that learners should learn. With this situation,
where Russian pre-schoolers is learning their second language which is Latvian, the combination
of Audiolingualism and TPR Method has a great impact since the learners is still in a preschool.
TPR Method focuses on the action where teacher can use to describe the words that he is trying
to convey. Teacher can act the word not only to describe the words but also to make the class
more engaging.
 CASE STUDY NO. 3

TO RAISE A BILINGUAL OR MONOLINGUAL CHILD: CONCERNS OF AN

IMMIGRANT MOTHER

DISCUSSION

Our next case study is about how an immigrant parent raises a bilingual child. Having
the ability of speaking two or more languages is truly a gift. However, this presents a problem
towards the minority language as this pose an imminent death.
The numbers of family immigrants in Canada certainly had a significant increase over
the past decades (Sohrabi, 2022). This is because of the country's opportunity, high pay rise, and
the country's very welcoming attitude towards people of different places. But along with this is
the problem for an immigrant parent of raising a child in a society that does not speak her native
language.
Children's language acquisition can be an area of concern for immigrant parents.
Parents of bilingual children have essential questions about the costs and benefits of bilingualism
and how to best support their children's language acquisition (Schwartz et. al. 2016). Children's
early experiences with language input are critical to their language acquisition (Snow, 1995)
which has a significant in many aspects of children's lives such as in their educational pathway
and career development during adulthood (Kieffer 2012; Lee 2011).

FINDINGS AND SOLUTION

In the study "To Raise a Bilingual or a Monolingual Child: Concerns of an Immigrant

Mother," the natural approach and communicative language teaching can be applied to address
the problems faced by immigrant mothers in raising bilingual children.
The natural approach emphasizes language acquisition through exposure and
understanding, similar to how children acquire their first language. This approach can be applied
by creating a language-rich environment at home, where the child is exposed to the target
language naturally.
In order for this to be successful, the researchers suggest to the parent to provide ample
opportunities for the child to hear and interact with the target language through conversations,
storytelling, and reading books in the target language. Use gestures, visual aids, and context to
make the language input more comprehensible. Encourage the child to express themselves in the
target language without excessive correction, focusing on understanding and meaning rather than
grammatical accuracy. Incorporate everyday activities and routines, such as conversing with
peers, or talking to other people in the target language as opportunities for language learning and
practice.
Secondly, the researchers suggest the use of Communicative Language Teaching or CLT.
CLT focuses on meaningful communication and interaction in the target language. It emphasizes
the use of authentic materials and real-life situations to promote language learning.
To apply the CLT, the researchers advise the parent to engage the child in communicative
activities that require them to use the target language to accomplish specific tasks or goals. For
example, role-playing scenarios, group discussions, or problem-solving activities. Use authentic
materials, such as songs, videos, and age-appropriate books, to expose the child to real-life
language use. Encourage the child to participate actively in conversations and provide
opportunities for them to practice speaking, listening, reading, and writing skills. Lastly, foster a
supportive and inclusive environment where the child feels comfortable taking risks and making
mistakes in the target language.
By combining the natural approach and communicative language teaching, parents can
create a language-learning environment that promotes meaningful communication and exposure
to the target language. It's important to adapt these approaches to the specific needs and
preferences of the child and their family.

RECOMMENDATION

Albeit that this study aims to address problems in acquiring second language using the
different methods, the researchers of this case study find and recommend Krashen's different
approach in acquiring a second language. Krashen's theory are beneficial in terms of language in
the sense that it presents techniques in acquiring a language such as: learning/acquiring a
language, the natural order hypothesis, comprehensible input, the monitor theory and the
affective filter.
REFERENCES

Toyabeh S. ,January 2022, To Raise a Bilingual or Monolingual Child: Concerns of an

Immigrant Mother. Canadian Journal of Family and Youth.
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Muammalah M., Misnadin M., October 2023, The Difficulties faced and the strategies used by
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