Quick Question

We learn our first language easily without much effort, but why is learning a second language so difficult?

L1 acquisition is an essential, biologically-driven process. It is part of every individual's development in the most critical stage of his/her acquisition of essential life-skills. L2 learning is not a biologically-driven process. It is not an essential aspect of an individual's general development. It may simply be another subject on an already overloaded school curriculum or something that conflicts with a busy work-life.

The Bigger Picture

When we use the term second language , we are usually referring to any language learned after one's native language or mother tongue.

Second language learners, like L1 learners, do learn language by acquiring it through exposure, but they are more likely to learn language in a classroom and the language they learn is selected by teachers. They learn by interacting with the teacher and with other learners and by using language in controlled practice activities.

A number of studies on L1 acquisition have produced evidence that speakers of all languages go through a number of similar stages when they learn their native language. This is referred to as the natural order and applies to the specific order in which all language learners acquire the grammatical features of their first language. The theory of the natural order states that all children acquire theirfirst language in a fixed and universal order, regardless of the specific grammatical structure of the language they learn.

According to the natural order hypothesis, the acquisition of grammatical structures follows a predictable pattern. This theory applies to both first language acquisition and second language acquisition, but, although similar, the order of acquisition often differs between first and second languages. In other words, the order of acquisition of a first language is different from the order of acquisition of that same language as a second language.

Interestingly, all language learners of any single second language, such as English, seem to follow the same fixed order of acquisition no matter what their first language is. Learners of English as a second language typically acquire the grammatical structure of yes-no questions before the grammatical structure of wh- questions. Even more interesting is the idea that, according to the hypothesis, the order of acquisition does not change even when teachers try to teach one item before another. In other words, obvious teaching and learning cannot change the natural order of acquisition.

Teachers can of course speed up the rate of acquisition by providing motivating, engaging and personalised input materials.

The natural order hypothesis is just one theory of language learning and acquisition. Other theories which conflict with the natural order hypothesis also exist.

Key Vocabulary

context 语境

deductive learning 演绎学习法

exposure 语言接触

focus on form 关注语言形式

inductive learning 归纳学习法

L1 第一语言

L2 第二语言

motivation 动机

personalise 个体化

silent period 沉默期

Tricky Terms and Concepts

Second language learners need to focus on the language, to analyse, identify, and practise it. Teachers and learners will also want to look at some kind of corrected mistakes so that learners can think about rules and exceptions to rules.

Silent period is the time when students who are beginning to learn a first or second language prefer to listen (or read) for some time before producing the language.

Exposure is when a learner has contact with the language that they are trying to learn. Exposure to language can be either in the classroom through learning materials and teacher language, or outside the classroom. Learners studying English as a second language in an English speaking country will have lots of exposure to English outside the classroom.

deductive learning VS inductive learning

In the deductive learning , the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practise the concepts; this approach is very teacher-centred. In deductive language learning lessons, students are first taught the rules and given all the information they need about the language. Then they use these rules in language activities. Inductive learning is a much more student-centred approach and makes use of a strategy known as noticing. In inductive language learning classes, students are not first taught the rules of grammar. They work out the rules for themselves by using the language.

In Your Class

If you are using a lot of L1 in your lessons, you might be reducing the amount of exposure to L2. This can be a problem because increasing exposure to L2 can lead to more opportunities for incidental learning. Incidental learning is the process of learning something without the intention of doing so.

Try It Out

Before you teach your next class: Think about how much focus on form you will include in the lesson. Is a focus on form necessary for this lesson?

While you're teaching your next class: Try using techniques which allow the learners to notice something about form.

After your next class: Reflect on whether your lesson was more deductive or inductive and was this the most suitable approach for that lesson?

What You Might Be Tested On

TKT questions might ask you to:

» Match types of learning scenarios with different learner types (L1 learners, L2 learners or both L1& L2 learners).

» Complete sentences about the differences (or similarities) between L1 & L2 learners.

Find Out What You Know

Match the features of learning with the types of learners listed A, B and C. You will need to use some of the options more than once.

Types of learners:

A. L1 learners

B. L2 beginner adult learners

C. Both L1 learners and L2 beginner adult learners

Features of learning:

1. They are very self-conscious when using the language.

2. They are motivated by real needs to attempt language production.

3. They often make mistakes at the early stage of the language learning.

4. They are constantly exposed to the language.

5. They tend to focus on one learning point at a time.

Key: 1. B 2. A 3. C 4. A 5. B

Inspiration

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