The distinction between

• ‘Foreign language learning’: “learning a language that is not generally spoken in the surrounding community.”

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

• ‘Second language learning’: “learning a language that is spoken in the surrounding community.”

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

=> The expression second language learning is used more generally to describe both situations

• Most people are not exposed to a second language until much later and, even after years of study, their ability to use a second language rarely matches their ability in their first language. 

• Definition of Acquisition and Learning 

• Acquisition: the slow development of ability in a language by using it naturally in communicative situations with others who know the language.

•  Learning: an aware process of building knowledge about the features of a language (e.g., vocabulary and grammar) in a formal setting.

• The difference between Acquisition and Learning 

• Acquisition is a natural language development, while learning is conscious knowledge accumulation.  

• Acquisition happens more naturally and unconsciously, while learning is a more intentional and structured process

• FL: learning a language that is not generally spoken in the surrounding community 

• SL: learning a language that is spoken in the surrounding community 

• => The main difference between FL and SL is the context in which the language is learned 

• ~ A foreign language is learned in a non-native environment, while a second language is learned in a native environment.

• Activities associated with:

• Learning: used in schools

E.g. involve lessons, textbooks, exercises, and tests focused on teaching students about a subject, such as language.

→ Increase knowledge about the language, often shown in tests, but don’t make you fluent in using the language in conversations.

• Acquisition: This happens to young children 

experience of young children who learn a second language (L2) in long-term interaction with native speakers.

=> People who learn an L2 mainly in classrooms usually aren’t as good as it as those who learn by talking with native speakers in real life.

• Vietnamese students in an English class in Vietnam  -> EFL

• Vietnamese students in an English class in UK -> ESL 

• => SLL refers to EFL & ESL

• Why is learning an L2 different from acquiring an L1? 

• Features are inadequate or missing in many L2 learning situations

• Time

• Focus

• Incentive  

The period becomes increasingly difficult to acquire a second language fully 

• After the time of puberty  

• The optimum age for learning may be during the years from about ten to sixteen when the flexibility of our inherent capacity for language has not been completely lost, and the maturation of cognitive skills allows a more effective analysis of the regular features of the L2 being learned. 

• Emotional reactions such as self-consciousness or negative feelings influence learning 

• Affective factors that are beneficial for L2 learning 

• Self-confidence

• Low anxiety 

• Positive self-image

• Affective factors that may influence L2 learning 

• Inhibition 

• Lack of empathy 

• Self-consciousness 

• Strong unwillingness

• Embarrassment 

• Discomfort 

• Demotivation 

• Stress

• Dull textbook

• Unpleasant classroom surroundings

• Exhausting schedule 

• Despite all the acquisition barriers. There are some teaching methods that can solve it.   

• The format used by William Caxton is still used today is Phrasebook 

• The traditional form of language teaching 

• Typically parts of the GRAMMAR-TRANSLATION METHOD 

• academic subject 

• grammar rules 

• memorization 

• vocabulary lists 

• written language 

• The weakness of the  GRAMMAR-TRANSLATION METHOD 

• It doesn't prepare students for everyday conversation

• It does not promote communication skills 

• A method of teaching the spoken language through repeated drills 

• 2 MAIN CHARACTERISTICS OF THE AUDIOLINGUAL METHOD

• Language is a set of habits 

• Practicing oral drills  

• Communicate approaches: approaches to language teaching that are based on learning through using language rather than learning about language 

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

• The most fundamental change in the area of L2 studies in recent years has been a shift from concern with the teacher, the textbook and the method to an interest in the learner and the acquisition process. 

• Transfer – also called “crosslinguistic influence”: means using elements from the first language (L1) when speaking/ writing in the second language (L2). 

• The positive transfer 

• The use of a feature from the L1 that is similar to the L2 while performing in the L2 

• ~ Positive transfer in L2 learning occurs when a learner's knowledge of their L1 facilitates the learning of their L2 

• E.g: if both languages put plurals at the end of nouns, it can help you learn the new language 

• The Negative transfer also called “interference”: happens when different features in L1 and L2 cause mistakes in L2. 

• E.g:  if you put adjectives after nouns in your first language but have to put them before in the second language, it can cause mistakes.

• → Negative transfer is more common when you first start learning a new language. However, negative transfer usually decreases when you become better at the L2.

–Interlanguage: is the language a learner creates while learning and it is different from their native language (L1) and the language they are trying to learn (L2).

-When someone learns a new language, they often make mistakes that do not conform to the rules of their native language or the new language.

E.g: Someone who speaks Spanish as their first language might say “She name is Maria” in English.

→This is not correct English, but it is also not just a Spanish mistake. It is a new kind of language error that comes from trying to learn English.

→ This system is called interlanguage and always changes when the learner improves. 

-However, sometimes people make certain mistakes and can not seem to improve. This is called fossilization. A common example of fossilization is a foreign accent.

-The process whereby an Interlanguage, containing many non-L2 features, stops developing toward more accurate forms of the L2

-But, usually, interlanguage is a good thing.

→ So, researchers are still trying to find the best ways to help language learners avoid fossilization and continue improving their language skills.

• Motivation – it means the desire to learn something new.

• There are two main types of motivation:

• Instrumental motivation: Learning the L2 to achieve a specific goal, like completing a degree or reading research papers.

• Integrative motivation: Learning the L2 for social purposes, to connect with people and to become part of a new community.

–Input: is the language a learner is exposed to.

-For language learning to be effective, the input must be understandable/comprehensible.

-Can be made easier to understand through “foreigner talk” – the simple language used by native speakers.

-When learners improve, they need more interaction and negotiated input. → this means learners actively participate in conversations, asking for clarification when needed.

–Negotiated input: helps learners both receive language (input) and practice using that language (output).

→ Both input and output are important for language learning, but creating output opportunities in large classes can be challenging.

–Task-Based Learning: is a teaching method where students work together in pairs or small groups to complete activities or solve problems.

E.g: Students might be asked to describe a route to a friend who needs to draw it on a map, or to plan a shopping trip together. 

→  Students will improve their language skills, especially their ability to speak fluently by using the target language (L2) to communicate with each other.

-Although there was a concern that students might learn each other’s “mistakes”

→ However, task-based learning will many learners use the language better.

The communicative Competence  includes 3 components 

• grammatical competence: using words and structure accurately 

• sociolinguistic competence: using language appropriately based on social context  

• strategic competence: know how to organize effective messages and overcome potential communication problems 

Besides some learners using communication strategies to solve the problems of lacking vocabulary when communicating 

E.g: A Dutch (L1 speaker) doesn’t know what is een howitzer in English so she describes it as “the things that horses wear under their feet, the iron things” To the listener she is talking about “horseshoes” in English 

1. Chinese students in Beijing. Because EFL (English as a Foreign Language) refers to learning English in a country where it is not the native language. Therefore, Chinese students learning English in Beijing, where English is not the primary language, are in an EFL setting. 

2. Mathematics is learned, not acquired, because it requires conscious instruction and practice. 

3. Four typical barriers to acquiring an L2 as an adult are: 

Critical Period Hypothesis, Inhibitors, Cognitive Load, Lack of Immersion 

4. The Joseph Conrad phenomenon likely refers to the ability to achieve high proficiency in a second language despite not being immersed in the language environment. 

5. One positive personality trait for language learning is curiosity. 

6. The Audio-lingual Method is characterized by oral drills. 

7. Positive transfer occurs when knowledge from the L1 helps in learning the L2. For example, if the grammar structures are similar, it can facilitate learning.

Negative transfer occurs when L1 knowledge hinders L2 learning. For example, if the pronunciation or word order is different, it can create challenges.

8. When an interlanguage fossilizes, it means that the learner's language development has stopped progressing. The learner continues to make the same errors and does not move towards native-like proficiency 

9. Comprehensible input is necessary for acquisition. 

10. The three components of communicative competence are:

• Linguistic competence: Knowledge of grammar, vocabulary, and pronunciation.

• Sociolinguistic competence: Understanding of social and cultural factors that influence language use.

• Pragmatic competence: Ability to use language appropriately in different contexts and for different purposes.