The Study of Second Language Acquisition
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Part I Terms Explanations
SLA
loneSLA is the abbreviation for Second Language Acquisition. SLA rearch has been primarily concerned with studying the cond language which is generally ud to refer to any language other than the first language foreign language. In the ca of cond language acquisition, the language plays an institutional and social role in community. (i.e. it functions as a recognized means of communication among members who speak some other language as their mother tongue.) The main goal of SLA rearch is to characterize learners’ underlying knowledge of cond language, i.e. to describe and explain their competence, which consists of the mental prentations of linguistic rules constituting the s
peaker-hearer’s internal grammar. SLA rearchers have ud different kinds of performance, which consists of the u of grammar in the comprehension and production of language, to try to investigate competence.
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L1 /L2/FL
L1 refers to learners’ mother tongue. L1 acquisition shows that children didn’t em to learn their mother tongue as a t of “habits” but rather em to construct mental “rule”, which often bore no remblance to tho manifest in their caretakers’ speech.
L2: “2” is generally ud to refer to any language other than the first language. L2 refers to the study of cond language.
bruisFL refers to foreign language learned in ttings where the language plays no major role in the community and primarily learnt only in the classroom.
U.G.
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One of the claims of L2 theorists working within a generative grammar framework is that any theory of L2 acquisition that is not bad on an adequate theory of language will prove inadequate. The argument is that the Theory of Universal Grammar, as propod by Chomsky, constitutes the best theory of grammar currently available, becau it achieves both descriptive and explanatory adequacy. It follows that L2 acquisition rearch should be informed by this theory. Chomsky defines UG as “the system of principle, conditions and rules that are elements or properties of all human languages,” it compromis a t of linguistic universals. Subquently, Chomsky characterizes the universals as consisting of principles and parameters.
Fossilization
Selinker (1972) noted that most L2 learners fail to reach target-language competence. That is, they stop learning while their internalized rule system contains rules different from tho of target system. This is referred to as “fossilization”. It reflects the operation of various internal process.
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Language transfer
Odlin（1989）give this “working definition” of “transfer”. Transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired.
L1 transfer occurs when the “influence” results from the readers’ mother tongue. Two common types of transfer are commonly identified: borrowing transfer (where L2 influences the L1) and substratum transfer (where L1 influences L2).
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Inter-language
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Selinker (1972) coined the term “interlanguage” to refer to the systematic knowledge of an L2 which is independent of both the learners’ L1 and the target language. The term has come to be ud with different but related meanings: (1) to refer to the ries of interlocking systems which characterize acquisition. (2) to refer to the system that is obrved at a single stage of development. (“interlanguage”), and (3) to refer to particular
L1/L2 combination (for example,L1 French/ L2 English v. L1 Japane/L2 English). Other terms that refer to the same basic idea are “approximative system” and “transitional competence”.
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The Input Hypothesis was advance by Krashen to explain how “acquisition” takes place. It states that “we acquire something only when we understand language that contains structure that is “a little beyond where we are now”. Elwhere Krashen has referred to the idea of input that is “a little beyond” as “i+1”. This theory makes the following claims:
1)Learners’ progress along the natural order by understanding input that contains structures a little bit beyond their current level of competence.
2)Although comprehensible input is necessary for acquisition to take place, it is not sufficient, as learners also need to be affectively dispod to “let in” the input they comprehend.
3)Input becomes comprehensible as a result of simplification and with the help of contextual and extralinguistic clues; “fine-tuning” is not necessary.
Input, output, interaction
Input refers to language that learners are expod to. Input that can be understood by a learner has been referred as “comprehensible input”. Input can be made comprehensible in various ways: through simplification, with the help of context, or by negotiating non-and mis-understanding.Some rearchers consider comprehensible input a necessary condition for L2 acquisition.
