English as a second language and naturalistic learning

Table of Contents

• Introduction
• L1 Acquisition – An Overview
• Chomsky's Universal Grammar
• Parameters
• Developmental sequences, stages and patterns
• Motherese
• Conclusion
• UG IN SECOND LANGUAGE ACQUISITION
• The acquisition of German negation in a naturalistic setting
• The accessibility of UG in Second Language Acquisition
• The effects of age on UG
• Parameter- Resetting in L2 Acquisition
• Conclusion
• THE ACQUISITION OF THE L2 LEXICON
• L2 ACQUISITION ENVIRONMENTS
• NATURALISTIC LEARNING VS. FORMAL INSTRUCTION
• Implicit vs. explicit language knowledge
• Monitoring and the vernacular / careful style
• Transfer/Errors
• Input, output and formulas
• Communication in formal language learning contexts
• Conclusion
• LEARNER EFFECTS ON L2 ACQUISITION
• PROBLEMS IN L2 ACQUISITION RESEARCH
• ENGLISH AS A SECOND LANGUAGE IN GERMANY
• Teaching methods
• Primary schools
• Secondary schools
• Conclusion

Objectives and Key Themes

This essay aims to explore the findings of second language acquisition (SLA) research and to consider how these findings might improve English language teaching in Germany. It will differentiate between naturalistic and instructed language learning, examining the processes involved in first language (L1) acquisition and comparing them to those in SLA. The essay also investigates the role of formal instruction in SLA, the influence of individual learners, and the challenges in conducting SLA research.

• Comparison of first and second language acquisition processes.
• The role of Universal Grammar in second language acquisition.
• The impact of formal instruction versus naturalistic learning.
• Learner factors influencing second language acquisition.
• Challenges and considerations in second language acquisition research.

Chapter Summaries

1 Introduction: This introductory chapter establishes the central question of how language is learned, highlighting the complexity and competing theories surrounding it. It introduces Chomsky's Universal Grammar and the significant shift in language acquisition research, particularly regarding second language acquisition (SLA). The chapter differentiates between naturalistic and instructed language learning, outlining the essay's focus on investigating how SLA research can inform English language teaching in Germany. The contrasting characteristics of L1 and L2 acquisition are briefly touched upon, setting the stage for a detailed analysis in subsequent chapters.

2 L1 Acquisition - An overview: This chapter provides an overview of first language acquisition (L1A), focusing on the nativistic perspective, which posits an innate language device in humans. It describes the developmental stages, from the pre-linguistic babbling phase to the emergence of single-word utterances and beyond. The chapter emphasizes the universality and completeness of L1A, contrasting it with the often less complete and more variable nature of second language learning. Key aspects discussed include the development of phonological awareness and the transition from a universal phonetic ability to language-specific sounds.

3 UG IN SECOND LANGUAGE ACQUISITION: This chapter explores the role of Universal Grammar (UG) in second language acquisition (SLA). It investigates whether the innate linguistic mechanisms that facilitate first language acquisition are also accessible during the acquisition of a second language. The chapter analyzes various aspects, including the acquisition of grammatical structures (e.g., German negation) in naturalistic settings and how age might affect the accessibility of UG. The concept of parameter-resetting—the potential for innate linguistic mechanisms to be adjusted for a new language—is discussed.

4 THE ACQUISITION OF THE L2 LEXICON: This chapter focuses on the acquisition of vocabulary in the second language. While not explicitly detailed in the provided text excerpt, it would likely examine the processes involved in learning new words, the role of context and input, and the interplay between lexical knowledge and grammatical competence. It could also discuss differences in lexical acquisition between naturalistic and instructed settings, perhaps analyzing the effectiveness of different vocabulary learning techniques. This is a pivotal chapter because a rich lexicon is fundamental for effective second language communication.

5 L2 ACQUISITION ENVIRONMENTS: This chapter explores the different contexts in which second language acquisition occurs. It likely discusses the factors influencing language learning in these diverse environments, analyzing how social interaction, exposure to input, and the availability of opportunities for language use shape the acquisition process. The differences in language learning outcomes between classrooms and naturalistic environments would also likely be a key area of discussion, highlighting the influence of structured instruction versus spontaneous interaction.

6 NATURALISTIC LEARNING VS. FORMAL INSTRUCTION: This chapter compares and contrasts naturalistic and instructed language learning. It would likely delve into the distinctions between implicit and explicit knowledge acquisition, the effects of monitoring and language style, the role of language transfer and errors, and the impact of input, output, and communicative strategies. The chapter would also assess the role of communication in formal language learning contexts. The contrast between these two approaches provides valuable insights into the most effective methods for second language acquisition.

7 LEARNER EFFECTS ON L2 ACQUISITION: This chapter focuses on the individual differences among language learners. It likely investigates how various factors, such as motivation, aptitude, learning styles, and personality traits, influence the acquisition process. This would involve exploring how these individual characteristics interact with the learning environment and instructional methods to impact language learning success. Understanding these learner-specific factors is critical for developing personalized and effective language teaching approaches.

8 PROBLEMS IN L2 ACQUISITION RESEARCH: This chapter addresses the inherent challenges in conducting research on second language acquisition. It likely discusses the difficulties of data collection, analysis, and interpretation, emphasizing the need for careful consideration of methodological limitations and potential biases in studies. The chapter would highlight the complexities of isolating specific variables and the need for cautious interpretation of findings, due to the various factors that can influence language learning outcomes.

9 ENGLISH AS A SECOND LANGUAGE IN GERMANY: This chapter applies the findings of SLA research to the context of English language teaching in Germany. It likely examines current teaching methodologies in primary and secondary schools and proposes recommendations for improvement. This chapter would directly relate the theoretical considerations from previous chapters to practical applications in a specific educational setting.

Keywords

Second language acquisition, Universal Grammar, naturalistic language learning, formal instruction, L1 acquisition, L2 lexicon, implicit/explicit knowledge, input/output, learner factors, English language teaching, Germany.

Frequently Asked Questions: A Comprehensive Language Preview

What is the overall focus of this text?

This text explores second language acquisition (SLA) research and its implications for improving English language teaching in Germany. It compares and contrasts first language acquisition (L1A) with SLA, examining the roles of Universal Grammar, formal instruction, naturalistic learning, and individual learner factors. The text also addresses challenges in SLA research and applies findings to the specific context of English language teaching in German schools.

What are the key themes covered in this text?

Key themes include: the comparison of L1A and SLA processes; the role of Universal Grammar (UG) in SLA; the impact of formal instruction versus naturalistic learning; learner factors influencing SLA; and challenges and considerations in SLA research. The text also specifically examines the acquisition of the L2 lexicon and the diverse environments in which SLA occurs.

How does the text approach the comparison between first and second language acquisition?

The text compares and contrasts the processes involved in first and second language acquisition, highlighting similarities and differences in developmental stages, the role of innate linguistic mechanisms (UG), and the influence of environmental factors. The contrasting characteristics of L1 and L2 acquisition are central to the analysis.

What is the role of Universal Grammar (UG) according to this text?

The text investigates the role of Universal Grammar (UG) in SLA, exploring whether innate linguistic mechanisms that facilitate L1A are also accessible during L2 acquisition. It examines the acquisition of grammatical structures in naturalistic settings, the effects of age on UG accessibility, and the concept of parameter-resetting in L2 acquisition.

What is the significance of comparing naturalistic and formal instruction in language learning?

The text contrasts naturalistic and instructed language learning, examining the differences between implicit and explicit knowledge acquisition, the role of monitoring and language style, the influence of language transfer and errors, and the impact of input and output in both settings. This comparison aims to identify the most effective approaches for SLA.

How does the text address learner-specific factors in second language acquisition?

The text focuses on individual differences among language learners, exploring how factors such as motivation, aptitude, learning styles, and personality traits influence the acquisition process. It considers the interaction between these individual characteristics and the learning environment to determine their impact on language learning success.

What are the challenges in conducting research on second language acquisition as discussed in the text?

The text addresses the challenges of data collection, analysis, and interpretation in SLA research. It highlights the difficulties of isolating specific variables and the need for careful consideration of methodological limitations and potential biases, emphasizing the need for cautious interpretation of findings.

How does the text apply SLA research to English language teaching in Germany?

The text applies the findings of SLA research to the specific context of English language teaching in Germany. It examines current teaching methodologies in primary and secondary schools and offers recommendations for improvement based on the theoretical considerations discussed throughout the text.

What are the key chapters and their respective focuses?

The text is structured into chapters covering an introduction, an overview of L1 acquisition, the role of UG in SLA, the acquisition of the L2 lexicon, L2 acquisition environments, a comparison of naturalistic and formal instruction, the influence of learner factors, problems in SLA research, and finally, the application of SLA research to English language teaching in Germany.

What are the key words associated with this text?

Key words include: Second language acquisition, Universal Grammar, naturalistic language learning, formal instruction, L1 acquisition, L2 lexicon, implicit/explicit knowledge, input/output, learner factors, English language teaching, Germany.