Exploring Second Language Acquisition and Learning: From Theory to Practice
Abstract
There are a number of contentious theories that have dominated the field of second language acquisition (SLA) over the years. They tend to revolve around how long it takes to learn a second language, our knowledge of second language learners, the influence of learning a second language, how to facilitate the process of second language acquisition in the classroom, and expectations that teachers should have about language learners both in and outside of the classroom. To address all of them and the evolution of SLA theories to date is beyond the scope of this paper. Instead, it will shed light on six key ones – vocabulary acquisition, value systems, enculturation, influences of L1 on L2, age, and negotiation of meaning – to include a brief explanation, the rationale behind it, and how teachers can practically apply each one in their classrooms.
References
Brown, S. & Larson-Hall, J. (2012). Second language acquisition myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan Press ELT.
DeCapua, A. & Wintergerst, A.C. (2004). Crossing cultures in the language classroom. Ann Arbor, MI: The University of Michigan Press.
Doughty, C. & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.
Ellis, R. & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press.
Ellis, R. & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. New York: Routledge.
Gardner, R. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.
Gass, S.M. & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Taylor & Francis.
Gee, J. (1990). Social linguistics & literacies. London: Taylor & Francis, Inc.
Hall, J.K. (2002). Teaching and researching language and culture. Edinburgh Gate: Longman.
Haslett, B. (1987). Communication: Strategic action in context. Mahwah, NJ: Lawrence Erlbaum.
Hummel, K.M. (2014). Introducing second language acquisition: Perspectives and practices. Hoboken, NJ: Wiley-Blackwell.
Johnson, J. & Newport, E. (1995). Critical period effects in second language learning: Influence of maturational state on the acquisition of English as a second language. In Brown & Gonzo (eds.) Readings on Second Language Acquisition. Upper Saddle River, NJ: Prentice Hall.
Johnson, M. (2004). A philosophy of second language acquisition. New Haven: Yale University Press.
Keating, G.D. (2017). Second language acquisition: The basics. New York: Routledge.
Kovecses, Z. (2006). Language, mind, and culture. Oxford: Oxford University Press.
Kramsch, C. (2000). Context and culture in language teaching. Oxford: Oxford University Press.
Krashen, S. (1981). Second language acquisition and second language learning. London: Pergamon Press Inc.
Krashen, S. (1982). Principles and practice in second language acquisition. London: Pergamon Press Inc.
Krashen, S.D., Long, M.A., & Scarcella, R.C. (1979). Age, rate and eventual attainment in second language acquisition. TESOL Quarterly, 13(4), 573-582.
Lightbrown, P. & Spada, N. (2013). How languages are learned. Oxford: Oxford University Press.
Long, M.H. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly, 24, 649-666.
Loewen, S. & Reinders, H. (2011). Key concepts in second language acquisition. London: Palgrave Macmillan.
Mitchell, R., Myles, F. & Marsden, E. (2019). Second language learning theories. London: Routledge.
Moran, P. (2001). Teaching culture. Boston: Heinle & Heinle.
O’Malley, J.M. & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Pinker, S. (1994). The language instinct. New York: HarperCollins.
Rees, D. (1998). The negotiation of meaning in EFL learning in the language laboratory. La Revue du GERAS, 19-22, 283-309.
Ritchie, W.C. & Bhatia, T.K. (1996). Handbook of second language acquisition. San Diego, CA: Academic Press, Inc.
Rosansky, E.J. (1976). Methods and morphemes in second language acquisition research. Language Learning, 26(2), 409-425.
Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge: Cambridge University Press.
Schieffelin, B. & Ochs, E. (1986). Language socialization across cultures. Cambridge: Cambridge University Press.
Scovel, T. (2001). Learning new languages. Boston: Heinle & Heinle.
Slabakova, R. (2016). Second language acquisition. Oxford: Oxford University Press.
Spolsky, B. (1989). Conditions for second language learning. Oxford: Oxford University Press.
Stevick, E. (1998). Working with teaching methods. Boston: Heinle & Heinle.
Supalla, S. (2012). Deaf people and the American dream. Journal of Deaf Studies and Deaf Education 17(2), 289.
Tomalin, B. & Stempleski, S. (1993). Cultural awareness. Oxford: Oxford University Press.
Ushakova, T. (1994). Inner speech and second language acquisition: An experimental-theoretical approach. In J.P. Lantolf & G. Appel (Eds.) Vygotskian Approaches to Second Language Research (pp.135-156). Norwood, NJ: Ablex Publsihing.
VanPatten, B. & Williams, J. (2015). Theories in second language acquisition. New York: Taylor & Francis.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Boston: Harvard University Press.
Vygotsky, L.S. (2102). Thought and language. Boston: The MIT Press.
Copyright (c) 2019 IJO - International Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJO Journal will have the full right to remove the published article on any misconduct found in the published article.
