Second Language Acquisition

= when two languages are NOT acquired simultaneously from birth
→ ‘second language learner’ or ‘L2 learner’

difference between child L2 learners and adult L2 learners

before age of 1 = 2xL1 children (two first languages)
1-4yrs = early successive bilinguals
4-8yrs = L2 children
8yrs+= L2 adults

child and adult L2 learners differ from monolingual and simultaneous bilingual children…
- they are cognitively more mature
- they already have their L1 lang in place, a framework
- they may fossilize and not reach native levels of competence
- if L2 exposure is extensive, they may lose properties of their L1 (‘attrition’)

*fossilization
success in L2 is not guaranteed like in L1, you can ‘hit the buffers’ and stop progressing
can incl creating an incorrect grammar for the L2, and regardless of input, being unable to surpass it

Critical Period Hypothesis

there is a biological basis for learning a language
the ability to learn a language develops within a fixed period (same for first and second lang acq)
there is an age window that closes at a certain age and prevents lang learners from using the lang-learning mechanisms that are available in infancy

Critical Period Effects

→ Phonology: pronunciation of an L2 remains difficult for L2 learners regardless of proficiency, input or years of exposure

→ Morphology and Syntax: less problematic, usually more successfully acquired

→ Vocabulary: the least problematic, mostly about memory

Case study: Genie 1970

child raised in isolation until 14yrs, developed wide vocab but not syntax and grammar

Abrahamson and Hyltelsam

very direct relationship between age of L2 onset and score of perceived nativeness

other factors

input, motivation, individual differences

some L2s are easier than others to acquire

does having an L1 help or hinder L2 development?

two ways of learning an L2

  1. spontaneously
    (ie implicit learning), can be successful eg in migrants, but the lack of input compared to children

  2. consciously
    (ie explicit learning), in classrooms, taught but still relies on implicit understanding of language and conversation and immersion in implicit forms