1 | Principles and Theories of Language Acquisition and Learning 1

UNIT 1:
LANGUAGE ACQUISITION AND COMMUNICATION

1.0 Intended Learning Outcomes

a. Develop in-depth understanding on the factors affecting language learning and
acquisition; and
b. Generate an analytical illustrations on the processes of language acquisition and
learning.

1.1. Introduction

What kind of linguist are you?

You study languages, uh? So you’re a linguist. But, of which kind?

Merriam-Webster’s Definition of linguist is the following:

1. A person accomplished in languages; especially: one who speaks several languages
2. A person who specializes in linguistics
Linguistics is the study of human language in all its aspects. It provides a methodology for
exploring the structure of particular languages; it investigates what is universal to all human
languages: how language varies over time and between different societies, how language is
learned, and how language is used for human communication.
Now, let us talk about LANGUAGE! 

Language acquisition and communication is the first topic for the course Principles
and Theories of Language Acquisition and Learning. This unit focuses primarily on the
conceptual issues of language acquisition and its relationship to communication. It also
highlights the different factors and processes on how a speaker acquires and learns
language.

1.2 Language Acquisition and Communication

Relationships among communication, language acquisition and development
are deeply involved in what makes us human. While speech scientists and
psycholinguistics have examined language acquisition and cognitive psychologists
have tied language to developmental issues, most communication scholars have shied
away from the question, “What exactly does communication have to do with
language acquisition and development?” One of the first scholars of communication

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to consider the links among communication, language and development was Frank
Dance. This entry will start with the definitions he began to use early in the 1970s.
Communication, in its simplest sense, is acting on information. Human
communication is the way human act on information to communicate by means of
spoken language and its derivatives (e.g. writing, symbolic gestures). As what
Chomsky (1965), human language is the systematization of symbols, which is
syntactic and culturally determined.

I have a question:

How do you think humans learn and acquire a language?

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There are many reasons to learn English as a second language. To study a language
can be quite a challenge. You may think that you do not really have enough of it, but it is
surprising how many spare moments you have during a typical day and how they can add
up to a useful amount of study time. After all, you will think about the materials and tools
do you need to study in a language. There is an important distinction made by linguists
between language acquisition and language learning. Children acquire language through a
subconscious process during which they are unaware of grammatical rules. This is similar
to the way they acquire their first language. They get a feel for what is and what isn’t
correct. In order to acquire language, the learner needs a source of natural communication.
The emphasis is on the text of the communication and not on the form. A bit like listening
to songs or the news in Korean. New words can be associated with hand gestures or facial
expressions. Now, let us differentiate language acquisition and language learning based on
the concepts of Krashen (1980).
Language acquisition refers to the process of natural assimilation, involving
intuition and subconscious learning. It is the product of real interactions between people in
environments of the target language and culture, where the learner is an active player. It is
similar to the way children learn their native tongue, a process that produces functional
skill in the spoken language without theoretical knowledge. It develops familiarity with the
phonetic characteristics of the language as well as its structure and vocabulary, and is
responsible for oral understanding, the capability for creative communication and for the
identification of cultural values.
In language learning, students have conscious knowledge of the new language and
can talk about that knowledge. They can fill in the blanks on a grammar page. Research has
shown, however, that knowing grammar rules does not necessarily result in good speaking

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or writing. A student who has memorized the rules of the language may be able to succeed
on a standardized test of English language but may not be able to speak or write correctly.
Language learning is an artificial exercise that occupies the time, money, and effort
that could be better spent on doing language acquisition. It certainly is not an age-
appropriate activity for your young learners. Language-learning inspired methods are
progressive and cumulative, normally tied to a preset syllabus that includes memorization
of vocabulary. It seeks to transmit to the student knowledge about the language, its
functioning and grammatical structures, its contrasts with the student’s native language, a
knowledge that hopefully will produce the practical skills of understanding and speaking
the language (Dornyei, 2009).
According to Brindhamani (2014), many language-learning apps, audio courses, and
websites claim that they focus on communication. However, their “conversation” drills
resemble more traditional classes than real conversations. Attention is focused on the
language in its written form and the objective is for the student to understand the structure
and rules of the language, whose parts are dissected and analyzed. The task requires
intellectual effort and deductive reasoning. Language learning is teaching about a
language, with the hope that the student will learn enough to actually be able to speak the
target language. It is an artificial exercise; and occupies the time, money, and effort that
could be better spent in doing language acquisition.
Now, I want you to read below the different factors that affect language learning.

1.2.1 Linguistic, Psychological and Social Processes Involved in Learning of

Languages according to Krashen (2003) & Brindhamani (2014)

There are many factors that affect the language learning process. External
factors can be differentiated into three (3) groups such as: (1) Family Factor, (2)
School Factor, (3) Social Factor.

(1) Family Factor

a. Parent’s educational background
Parent’s educational background influence children’s language
learning and acquisition process.
b. Relations between each family
Relations between each family means relations between parent and
their children, children with their brother and sister, etc., harmonious
relations will create a successful communication among members.
c. Family’s Economic Status
Children must get the basic necessities related to their education. If
children have all these materials they need in their studies, they will be able to
have positive attitude towards their language learning.
d. Parent’s Understanding
Sometimes children lose interest in their subject, in that moment the
parents must give them support.

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e. Cultural Background
Rote memorization and other forms of memorization are more
prevalent among some students from cultural backgrounds. Certain other
cultures also appear to encourage this strategy among learners.
(2) School Factors
a. Teaching Methodology
Teachers must have training relevant to their own instructional
situations in three area: identifying students’ current learning strategies
through surveys, interviews, or other means; helping individual students
discern which strategies are most relevant to their learning styles, tasks and
goals and aiding students in developing orchestrated strategy use rather than
scattered approach.
b. Curriculum
Students of different ages and stages of language learning use different
strategies, with certain strategies often being employed by older or more
advanced students.
c. Learning style
Learning style (general approach to language learning) often determine
the choice of English learning strategies. For example, analytic-style students
prefer strategies such as contrastive analysis, rule-learning and dissecting
words and phrases, while global students use strategies to find meaning
(guessing, scanning, predicting) and to converse without knowing all the
words (paraphrasing, gesturing).
d. The Relations between Students and Teacher
Teaching-learning process happen between teacher and students.
Building upon a foundation of integrity, teaching as an ethical profession
requires the interaction of six essential behaviors:
 Caring
 Setting high standards
 Providing intellectually challenging learning experiences
 Organizing and managing classes to facilitate learning
 Student centered
 Reflecting
e. The Relations between Each Student
Create a good relations between each other is necessary because it can
give positive influence to their study.
f. Attitude and Belief
These were reported to have a profound effect on the strategies that
learners choose, with negative attitudes and beliefs often cause the learner’s
way and perception in learning and acquiring a language.
(3) Social Factor
a. Students Activity in their Society
This includes how the students interact with their environment, people
around them and how they would react that surrounds them. This also includes how

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the learners use mass media like the use of cellphones, TV, computers
and other forms of media.

Now, let’s have a recap:

1. Why do think members of the family would affect the language learning process?
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2. Among the different factors affecting language learning, which one do you think is
dominant?
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Quiz 1
1. Several key principles of second language acquisition (SLA) are listed below.
a. Language learning occurs through meaningful use and interaction.
b. Language processes (skills = listening, speaking, reading, writing) develop
together.
c. Native language proficiency contributes to second language learning.
d. Language learning can be supported by language learning strategies.
From this list, select 3 principles. For each of these 3 principles, do the following:
 Explain each principle.
 Identify scholars from the research literature and explain their arguments
for this principle.
 Describe how you would defend this specific principle when teaching in
your classroom.
 After you have finished responding to the above for the first principle, then
begin your response for the second principle.
 Keep repeating this process until you have discussed 3 of these principles.

Note: Use the answer sheets provided below.

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1.3 References
1. Brindhamani, M. (2014). Language Education. A.P.H. Publishing Corporation.

2. Brown, D. (2000). Principles of Language Learning and Teaching. New York:

Longman.
3. Chomsky, N. (1965) Aspects of the Theory of Syntax. Cambridge: MIT Press.
4. Dornyei, Z. (2009). The Psychology of Second Language Acquisition. Oxford:
Oxford University Press.
5. Ellis, R. (2008). The Study of Second Language Acquisition. Oxford: Oxford
University Press.
6. Krashen, S. (2009). Principles and Practice in Second Language Acquisition. ISBN
0-08-028628-3. Pergamon Press Inc.
7. Krashen, S. (2003). Explorations in Language Acquisition and Use. NH:
Heinemann.
8. Lightbrown, P. (2013). How Languages are Learned. Oxford: Oxford
University Press.

1.4 Acknowledgment

The information contained in this module was taken from the references cited
above.

C. M. D. Hamo-ay