“How do we learn language ?” is both a very interesting and a very complex question. It has fascinated people for centuries to find an answer to that question, but so far only competing theories have come up. In 1965, Noam Chomsky invented the theory of a Universal Grammar underlying the structures of all languages and that babies were born with innate knowledge of this Universal Grammar. The idea has revolutionised language acquisition research. But only in the 1970s did researchers start to look at the acquisition of second languages as well as the first language acquisition. Since then, studies, theories and new research fields have sprung up at an amazing rate.
In this essay, I will try to give an account on what second language acquisition research has found out so far and in what way these findings could probably be applied to improve the way pupils learn English in Germany.
It will be necessary to differentiate between naturalistic and instructed language learning. Naturalistic language learning takes place if people are not explicitly taught the foreign language, but rather learn it by trying to communicate in it. Most studies relating to naturalistic language acquisition observe immigrants’ children who do not yet go to school. Instructed language learning takes place in environments in which the learner is explicitly taught grammar and vocabulary of the foreign language, as in a classroom.
Table of Contents
1 INTRODUCTION
2 L1 ACQUISITION – AN OVERVIEW
2.1 Chomsky’s Universal Grammar
2.2 Parameters
2.3 Developmental sequences, stages and patterns
2.4 Motherese
2.5 Conclusion
3 UG IN SECOND LANGUAGE ACQUISITION
3.1 The acquisition of German negation in a naturalistic setting
3.2 The accessibility of UG in Second Language Acquisition
3.3 The effects of age on UG
3.4 Parameter- Resetting in L2 Acquisition
3.5 Conclusion
4 THE ACQUISITION OF THE L2 LEXICON
5 L2 ACQUISITION ENVIRONMENTS
6 NATURALISTIC LEARNING VS. FORMAL INSTRUCTION
6.1 Implicit vs. explicit language knowledge
6.2 Monitoring and the vernacular / careful style
6.3 Transfer / Errors
6.4 Input, output and formulas
6.5 Communication in formal language learning contexts
6.6 Conclusion
7 LEARNER EFFECTS ON L2 ACQUISITION
8 PROBLEMS IN L2 ACQUISITION RESEARCH
9 ENGLISH AS A SECOND LANGUAGE IN GERMANY
9.1 Teaching methods
9.2 Primary schools
9.3 Secondary schools
9.4 Conclusion
10 FINAL CONCLUSION
Objectives and Topics
This essay explores the mechanics of second language acquisition (SLA) by comparing it to first language acquisition (L1) and evaluating how these processes function within naturalistic and formal classroom environments in Germany. It aims to determine whether theories such as Universal Grammar are applicable to L2 learners, how formal instruction influences language proficiency, and how these research findings can be practically implemented to improve English teaching for German pupils.
- Comparison of naturalistic vs. instructed language learning.
- Role of Universal Grammar and parameter resetting in SLA.
- Impact of learner variables like age, motivation, and aptitude on achievement.
- Evaluation of teaching methods, specifically the communicative approach and immersion models.
- Analysis of the role of transfer and error production in interlanguage development.
Excerpt from the Book
2.3 Developmental sequences, stages and patterns
The grammatical development of L1 learners does not proceed at a steady rate or at a steady pace. Felix claims that naturalistic language acquisition underlies systematic developmental sequences at different stages. Peltzer-Karpf and Zangl (1998) identify three phases in a sequence: (1) memorized, unanalysed chunks, (2) incomplete analysis, and (3) complete analysis. These phases involve five different mechanisms: (1) figure-background separation, (2) segmenting the input into groups, (3) extraction of marked features, (4) discovery of rules and categories, and (5) organization of function-dependent hierarchies. Two main processes are used in the mechanisms: (1) top-down (i.e. the splitting up of memorized chains (longer chunks)), and (2) bottom-up (i.e. successive construction of single elements to lengthier combinations). The three phases Peltzer-Karpf and Zangl propose can be subdivided further into the seven states in table 2.1.
The sequences are called systematic because they only allow a certain order of appearance for the structures. In trying to get to a target-language structure c, the sequence a → b → c must have been run through. There may be children who can almost ‘jump’ from a to c, but the sequence itself cannot be altered.
Summary of Chapters
1 INTRODUCTION: Outlines the complex nature of language acquisition, distinguishing between L1 (universal) and L2 (often voluntary) learning environments.
2 L1 ACQUISITION – AN OVERVIEW: Examines the nativistic perspective of L1 acquisition, covering the role of Universal Grammar, developmental stages, and the importance of input (motherese).
3 UG IN SECOND LANGUAGE ACQUISITION: Investigates whether Universal Grammar remains accessible to L2 learners and examines naturalistic acquisition through German negation.
4 THE ACQUISITION OF THE L2 LEXICON: Discusses the linear nature of L2 vocabulary growth and compares it to the slow, initial stages of L1 acquisition.
5 L2 ACQUISITION ENVIRONMENTS: Differentiates between foreign language acquisition and second language acquisition, categorizing various educational and naturalistic contexts.
6 NATURALISTIC LEARNING VS. FORMAL INSTRUCTION: Critically analyzes the influence of formal instruction on language knowledge, the role of errors, transfer, and the efficiency of classroom discourse.
7 LEARNER EFFECTS ON L2 ACQUISITION: Explores how internal and external learner factors, such as age, motivation, aptitude, and learner strategies, impact language outcomes.
8 PROBLEMS IN L2 ACQUISITION RESEARCH: Addresses the challenges in data collection and error classification inherent in SLA research.
9 ENGLISH AS A SECOND LANGUAGE IN GERMANY: Applies the theoretical findings to the current state of English teaching in German primary and secondary schools, proposing improvements like immersion models.
10 FINAL CONCLUSION: Synthesizes the core findings, emphasizing the similarity in mechanics between L1 and L2 acquisition while highlighting the distinct advantages and limitations of formal versus naturalistic learning.
Keywords
Second Language Acquisition, Universal Grammar, Language Learning, Naturalistic Learning, Formal Instruction, Interlanguage, Developmental Sequences, Learner Strategies, Motivation, Language Aptitude, Input Hypothesis, Error Analysis, Classroom Discourse, Immersion Model, Communicative Competence.
Frequently Asked Questions
What is the primary focus of this work?
The work investigates the underlying mechanisms of second language acquisition and explores how these processes compare to first language acquisition, specifically within the context of English language teaching in Germany.
What are the central thematic fields addressed?
The study focuses on the accessibility of Universal Grammar in L2, the distinction between implicit and explicit language knowledge, the role of input in different learning environments, and the impact of individual learner variables.
What is the primary research goal?
The goal is to determine how findings from L2 acquisition research can be applied to optimize English language teaching methods in German schools.
Which scientific methods are primarily utilized?
The essay is a theoretical analysis based on existing empirical studies, longitudinal research reports, and pedagogical assessments of language acquisition models.
What topics are covered in the main body of the work?
The main body covers the theoretical frameworks of L1 and L2 acquisition, developmental sequences, the role of input and instruction, learner effects like motivation and age, and the practical application of these theories in the German school system.
Which keywords best characterize the research?
Key terms include Second Language Acquisition, Universal Grammar, Interlanguage, Developmental Sequences, Formal Instruction, and Communicative Competence.
How does the author view the "immersion model" in the context of German schools?
The author considers the immersion model as a highly promising, yet difficult to implement, approach that could significantly improve language proficiency if proper infrastructure and qualified teachers were available.
What conclusion does the author draw regarding formal instruction?
The author concludes that formal instruction is beneficial for enhancing explicit knowledge and monitoring performance in careful styles, though it does not replace the natural processes required for true competence in the vernacular style.
- Quote paper
- Stefan Prahl (Author), 2001, English as a second language and naturalistic learning, Munich, GRIN Verlag, https://www.grin.com/document/6814
