The distinction between:

• Foreign language learning (EFL): learning a language that is not generally spoken in the surrounding community. 

                    e.g. Vietnamese students learning English in VietNam. (EFL)

• Second language learning (ESL):  learning a language that is spoken in the surrounding community. 

                    e.g. Vietnamese students learning English in the USA. (ESL)

=> The main difference between FL and SL is the context in which the language is learned in a non-native environment, while a second languages is learned in a native environment.

• Acquisition: Happens through interaction, without focusing on details or using a teacher.

• Learning: Involves studying language features (e.g., grammar) in formal settings.

=> Acquisition is a natural language development process, while learning is a structured, formal approach.

• Learning often leads to knowledge about language, while acquisition fosters fluency.

• Some prefer an analytical (learning) approach, others a holistic (acquisition) approach.

• Acquisition leads to stronger overall proficiency compared to learning alone.

• After puberty, it becomes harder to fully acquire a new language, possibly due to L1 dominance.

• L1 influence, especially in pronunciation, makes native-like fluency challenging.

• Students aged 10–16 are more effective L2 learners, combining language flexibility with developing cognitive skills.

• emotional reactions such as self-consciousness or negative feelings that may influence learning 

• Affective factors are beneficial for L2: 

• • • 1. self-confidence

      2. low anxiety

      3. positive self-image

• Affective facotrs may influence for L2:

  • • 1. Inhibition

      2. Lack of empathy

      3. Self-consicousness

      4. Strong unwillingness

      5. Embarrassment

      6. Discomfort

      7. Demotivation

      8. Stress

      9. Dull textbook

      10. Unpleasant classroom surroundings

      11. Exhausting schedule

• The traditional form of language teaching

• Typically parts of this method: 

  • • 1. academic subjects

      2. grammar rules

      3. memorization

      4. vocabulary lists

      5. written language

• L2 learning is treated like other school subjects, focusing on vocabulary lists and grammar rules.

• This method comes from teaching Latin and emphasizes memorizing rules and written language rather than speaking.

• Students often learn about the language but don’t know how to use it in everyday conversations.

•  A method of teaching the spoken language through repeated drills

• Main characteristics: 

  • • • Language is a set of habits

      • practicing oral drills

• Weakness of this method:

  • • • Lack of emphasis on comprehension and communication skill

      • Overemphasis on rote memorization and repition

      • Failure to provide opportunities for spontaneous and creative use of the language

      • Neglecting the cultural aspect of language learning

      • Monotonous and boring nature of drills  and exercises.

• Coomunicative approaches: approaches to language teaching that are based on learning through using language rether than learning about language

• =>Functions of language (what it is used for) are emphasized rather than the correct forms of the language.

• The emphasis has shifted from the teacher and textbook to understanding the learner’s acquisition process.

• Communicative approaches see "errors" as a natural part of learning rather than mistakes to avoid.

• Errors show active progress in L2 learning, much like natural mistakes children make in L1 acquisition.

• Mistakes like "womens" show the learner applying common language rules (e.g., plural -s) as they experiment with new language structures.

• Definition: Using sounds, expressions, or structures from L1 while speaking in L2.

• Positive vs. Negative Transfer:

  • Positive Transfer: the use of a feature from L1 that is similar to the L2 while performing in the L2 (e.g., similar plural forms). Positive transfer in L2 learning occurs when a learner's knowledge of their L1 facilitates the learning of their L2.

  • Negative Transfer: The use if a feature from the L1 (that is really different from the L2) while performing in the L2 (e.g., adjective placement after noun).

• More common in the early stages of L2 learning, especially when L1 and L2 are very different (e.g., Chinese vs. English).

• Negative transfer decreases as learners gain familiarity with L2 structures.

• Definition: Ithe interim system of L2 learners, which has some features of the L1 and L2 plus some that are independent of the L1 ang the L2

• Fossilization: the process whereby an interlanguage, containing many non-L2 features, stop developing toward more accurate forms of the L2.

• Motivation is a crucial factor in successful L2 learning.

Types of Motivation:

• Instrumental Motivation: Learning the L2 for a practical goal (e.g., academic or professional purposes), without emphasis on social use.

• Integrative Motivation : the desire to learn an L2 in order to take part in the social life of the community of L2-users

• Communicative competence can be defined as the general ability to use language accurately, appropriately and flexibly.

• Grammatical Competence: The ability to use words and structure accurately.

• Sociolinguistic Competence: The ability to use language approriately according to the social context.

• Strategic Competence:The ability to use language to organize effective messages and to overcome potential communication problems.

-> communication strategy: a way of overcoming a gap between communicative intent and a limited ability to express that intent.

-> the general ability to use language accurately, approriately and flexibility