Note 2 Basics in SLA, Standards in World/Foreign Language Education

(Last updated: 08/21/2024)

1. Key issues in SLA

1.1 What is second language acquisition

1.1.1 Definition

Second language refers to a language other than the first language or mother tongue. Very often it is used interchangeably with foreign language.

1.1.2 Goals of SLA research

  • Description of L2 acquisition;
  • Explanation of the (internal and external) factors that affect L2 acquisition.

1.1.3 SLA is not a uniform and predictable phenomenon

  • Empiricist: Skinner
    • Stimulus <-> Response
    • Tabula rasa: Conditioning or habit formation
  • Rationalist: Chomsky
    • Observation
      • Poverty of linguistic input
      • Novelty of linguistic output
      • Feature set
    • Hypothesis
      • Universal grammar: Principles and parameters
      • Linguistic Faculty (Language Acquisition Device): Language is a species-specific, genetically determined capacity.
  • Social interactionism
    • Vygotsky: A child first observes the interaction between two people and then the behavior develops inside the child. The child learns best when he/she interacts with those around him to solve a problem.
  • Others
    • Cognitive theories: A conscious and reasoned thinking process, involving the deliberate use of learning strategies.
    • Connectionism/Connectivism: 'Learning is a process of connecting specialized nodes or information sources.'
      c.f. https://www.youtube.com/watch?v=SvhY70C6Drk

=> SLA involves the creation of an implicit (unconscious) linguistic system.

1.2 Is L2 acquisition different from L1 acquisition

  • The order of development
    • Phonological
    • Morphological
    • Syntactic
    • Semantic
  • Methodology
    • Contrastive analysis: Comparing L1 and L2 processes
    • Error analysis: Interlanguage or language-learner language

1.3 How does second language acquisition take place

  • Critical period/optimal age
    • Number of years of exposure
    • Starting age of the learner
  • Linguistic input
    • Krashen's theory
    • Foreigner talk and teacher talk
  • Learning environment
    • Untutored/naturalistic acquisition
    • Tutored/classroom acquisition

 1.4 What are the factors affecting second language acquisition

  • Different learners
    • Personality: Aptitude, motivation, etc.
    • Cognitive style: Field dependent/independent
  • Different situations
    • Tutored
    • Untutored
  • Different ways (Learner strategies)
    • Learning strategies
    • Production strategies
    • Communication strategies

2. World-readiness standards for learning languages

2.1 The 5C's

The updated version

The older version

Many local/state curriculum standards are still phrased based on the older version of the 5C's:

--------------The following is the old version--------------

Statement of Philosophy

Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.

STANDARDS FOR FOREIGN LANGUAGE LEARNING

COMMUNICATION
Communicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES
Gain Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS
Connect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS
Develop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES
Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

--------------End of the old version--------------

2.2 The ACTFL Proficiency Guidelines

2.3 NSSSFL-ACTFL Can-Do Statements

2.4 TN world language curriculum standards 

Look for the link to the pdf file on this page:

3. Things to do after class