SLA

Milagros Huaranga Vera

Flor Huaranga Vera
Anais Boyer

How would you describe the relationship between SLA and language pedagogy?

The relationship between second language acquisition (SLA) and language pedagogy is intricate and symbiotic.
SLA refers to the process by which individuals acquire proficiency in a language other than their first language.
Language pedagogy, on the other hand, focuses on the methods and practices used to teach languages to
learners. SLA teacher’s have to teach methodologies that can encourage students’ development.

Do you have to know something about SLA to teach well?

Having at least some basic knowledge about SLA can be really helpful if we want to teach very well. Due to being
aware of how to include some activities or actions in general related to the world of language in order to make
them learn meaningfully.

- SLA( exposed ss as much as it can be to the language)

- All the input they receive matters

Do you have to know something about teaching to understand SLA?

Yes it’s necessary to understand it! Also, It will depend on the context and professions. For example as a teacher
we have to know all these terms in order to be aware of the process of how someone acquires a language
through many strategies and methodologies.
Was it a second language learning or a foreign language learning, or both?
We learned English as a foreign language in school.

Consider differences and similarities in areas of pronunciation, grammar, and

vocabulary.
Differences Similarities

Pronunciation: EFL: Learners of English as a foreign language may Both EFL and ESL learners may
primarily rely on formal instruction, audio recordings, and textbooks. encounter challenges in mastering
They may face challenges in developing accurate pronunciation due to English pronunciation due to
limited exposure to native speakers. differences between English
phonology and their native
ESL: In ESL contexts, learners are often immersed in an environment language.
where English is the dominant language, facilitating more frequent and
natural interactions with native speakers. This immersion can lead to Grammar and vocabulary acquisition
better pronunciation skills through constant exposure and practice. require consistent practice and
exposure to authentic language use
Grammar: EFL: Grammar instruction in EFL settings tends to be more regardless of whether English is
structured and systematic, focusing on rules and explanations. learned as a foreign or second
Learners may encounter difficulties in applying grammar rules to language.
real-life communication situations.
Both EFL and ESL learners can
ESL: Grammar acquisition in ESL contexts often occurs organically benefit from a variety of resources
through exposure to English in daily interactions. Learners may pick such as textbooks, online courses,
up grammar rules implicitly through contextual clues and social language exchange programs, and
interactions, leading to a more intuitive understanding of English language learning apps to improve
grammar. their language skills.

Vocabulary: EFL: Vocabulary acquisition in EFL settings often

involves memorization of words and definitions from textbooks and
vocabulary lists. Limited exposure to authentic English usage may
hinder learners' ability to grasp nuances in meaning and usage.

ESL: ESL learners benefit from constant exposure to English

vocabulary in various contexts, which enhances their ability to
understand and use words effectively. Immersion in an
English-speaking environment facilitates the acquisition of idiomatic
expressions and colloquialisms.
Is it easier to learn pronunciation in a 2nd or a foreign language environment? What
about grammar or vocabulary?

The ease of learning pronunciation, grammar, and vocabulary in a second language (L2) versus a foreign
language environment can vary depending on several factors, including individual learning styles, linguistic
similarities between the native and target languages, and exposure to authentic language use.

Pronunciation:
● In a second language environment where the language is actively spoken and heard regularly, learners
often have more opportunities for immersion and practice, which can aid in acquiring pronunciation
skills.
● In a foreign language environment where the language is not as prevalent in daily life, learners may
have fewer chances for exposure to authentic pronunciation and spoken language, which can make
mastering pronunciation more challenging.

Grammar:

● Learning grammar in a second language environment can be facilitated by exposure to natural language
use in context, allowing learners to internalize grammatical structures through immersion.
● In a foreign language environment, explicit grammar instruction may play a more significant role, as
learners may have limited exposure to authentic language use and may rely more on structured learning
materials.

Vocabulary:

● Learning vocabulary in a second language environment benefits from regular exposure to the language
in various contexts, which can aid in vocabulary acquisition through immersion and real-life
communication.
● In a foreign language environment, learners may rely more on structured vocabulary learning methods
such as flashcards, vocabulary lists, and exercises, as they may have limited exposure to the language
in daily life.
In what ways is your knowledge of a second language similar or different from your
L1 knowledge?
Similarities
The structures of sentences are alike because in
Spanish we use “Subject, verb and complement” as
well. The structures are based on tense.
There are some similar words between Spanish and
English such as hotel, actor, animal, restaurant,
radio, pizza, taxi, etc. In English this is called
“cognates”.
Both languages have a Latin influence in some
vocabulary words such as sofa, idea, etc.
Both languages use the capital letters when a
paragraph has started, for proper names, holidays,
titles, honorifics, acronyms and initialisms.
Both Spanish and English utilize similar punctuation
marks for basic grammatical functions such as
periods (.), question marks (?), exclamation points
(!), commas (,), colons (:), and semicolons (;).
These punctuation marks serve analogous
purposes in both languages, indicating the end of a
sentence, asking questions, expressing strong
emotions, separating items in a list, introducing
explanations or lists, and connecting closely related
independent clauses, respectively.
Additionally, quotation marks (" ") are used similarly
in both languages to indicate direct speech or
quotations. While there may be subtle differences in
punctuation conventions and usage between
Spanish and English, the fundamental punctuation
marks serve comparable roles in aiding clarity and
structure in written communication.
Differences
The structure of adjectives and nouns is different. In
Spanish we structured our phrases using nouns before
adjectives while in English we describe first the
adjective followed by the noun.
In Spanish each vowel represents only a sound,
instead in English every vowel has multiple sounds.
Each language has its own set of idiomatic
expressions and cultural nuances that may not directly
translate between languages.
The stress and intonation is different, that’s why this L2
requires conscious effort for not make mistakes.
In Spanish, nouns are categorized as either masculine
or feminine, regardless of the biological gender of the
object they represent. Also, the adjectives and articles
must agree in gender with the nouns they modify. And
the verbs change their endings to match the subject,
known as verb conjugation. In English, unlike Spanish,
nouns do not have grammatical gender. There are no
inherent masculine or feminine forms for nouns, so
articles (like "the" or "a/an") and adjectives do not
change based on the gender of the noun they modify.
Regarding verb conjugations, English has relatively
simple verb conjugation compared to Spanish. Verbs in
English generally have fewer forms, especially in the
present tense. The only significant conjugation change
occurs in the third person singular (he/she/it), where
most verbs add an "s" or "es" to the base form of the
verb.
The following sentences were produced by native speakers of Arabic:
- I bought a couple of towel.
- There is many kind of way you make baklawa.
- There are about one- and half million inhabitant in Jeddah.

Which linguistic items (and arrangements of items) do you think come from the target
language, which come from the native language, and which are autonomous? As a
way to begin, think about whether learners of English whose L1 is not Arabic are
likely to utter similar sentences.

Analyzing the sentences:

​ 1. "I bought a couple of towel." - This sentence contains errors that are typical of Arabic speakers
learning English. The use of "towel" instead of "towels" is likely influenced by Arabic, where the plural is
not always necessary. The use of "a couple of" is grammatically correct but may be influenced by
Arabic, where similar constructions are used.
​ 2. "There is many kind of way you make baklawa." - The errors in this sentence also suggest an
Arabic influence. The use of "many" instead of "many kinds" or "several" is likely influenced by Arabic
grammar. Additionally, the phrase "kind of way" is non-standard in English; a native speaker might say
"many ways" or "several methods" instead. "Baklawa" is a word for a Middle Eastern dessert, indicating
the cultural background of the speaker.
​ 3. "There are about one- and half million inhabitant in Jeddah." - This sentence contains errors
typical of Arabic speakers learning English. The use of "inhabitant" instead of "inhabitants" is likely
influenced by Arabic, where pluralization rules differ. Additionally, the hyphenated phrase "one- and half
million" is unidiomatic in English; a native speaker would typically say "one and a half million."

Overall, these sentences suggest an influence of Arabic on the speakers' English. Learners of English whose L1
is not Arabic may not produce identical errors, as the linguistic patterns of their native language would differ. For
example, speakers of languages with different pluralization rules or sentence structures may make different types
of errors when learning English.