Task 1: Initial Activity

First and Second Language Acquisition and LearningTask3/ECEDU/551018_13

Presentation

Language Acquisition

Angela Fernanda Senejoa Núñez November/2020

Language Reflection

Step 1A

Which one of the Krashen's hypotheses for language acquisition best describes the way you have been learning languages until now?

The acquisition-learning distinction hypotesis

In primary, secondary and high school unfortunately I did not have any interest at all in learning a foreign language. But when I started University, suddenly I realised the importance of knowing English. However, I had to wait couple years for my parents to support my idea of enrolling me on an English course in an English-speaking country. And finally, when they accepted, I found myself at the age of twenty, taking an English for Academic Purposes (EAP) course at Melbourne University with the aim of getting the international well-recognised IELTS exam to meet the English standards required to graduate from the bachelor program of mechanical engineering, I was studying.

The acquisition-learning distinction

When I started to learn English, I was a naughty student and even though I badly wanted to learn the foreign language really fast, I also wanted to experience life and be ‘a little bit more adventurous’ for the first time and perhaps I have to admit that ‘in the name of adventurous’ I failed several times to fulfil my responsibilities as a student. Besides, here is where my English learning began.

The acquisition-learning distinction

I remember that I use to endlessly walk around Melbourne city at times when I supposed to be at school, but I was fascinated with the people, the fuss, the buildings and the city life. And I simply could not take myself back to a quiet classroom. Nevertheless, I took a good advantage of all those learning opportunities that the city offered me. And now after reading the five hypotheses about Second Language Acquisition described by Krashen in his book ‘Principles and Practice in Second Language Acquisition’, I can identify myself as an English learner that acquired the language exactly how the acquisition-learning distinction hypotheses explains in the text.

The acquisition-learning distinction

The acquisition-learning distinction

This particularly hypotheses suggest that adults have two distinct and independent ways of developing competence in a second language, the first way is language acquisition, and the second way is by language learning. Language acquisition refers to a subconscious process, where the learner is not aware of acquiring the language but is only conscious about using the language to communicate with others. This is exactly how I found myself ten years ago talking to Australian native speakers without having a clue about what I was actually doing. And now I know that I was ‘picking-up the language’ in a natural, non-technical way. Whereas language learning implies the conscious knowledge of the second language ‘knowing the grammar’. And I have to be honest I do not think I will ever learn all the rules of English.

Age for Learning

Step 1B

Do you consider that language can be best learned at an early age or for you age does not matter at all?

A new language can be learn at any stage in life.

I am of the view that one can best acquire any language at an early age, and this obviously includes English as a second language. And I have experimented that with my own children, as they can clearly understand three different languages and also effectively communicate with them. I have taught them Spanish; his father has taught them Turkish and they are growing in an English-Speaking country.

One has the capability to learn a new language at any stage in life, regardless one's age.

Yet, an adult person is only limited to learn a foreign language by its own thoughts and beliefs. In fact, Krashen claims on his acquisition-learning hypothesis that adults can access the same natural ‘language acquisition device’ that children generally use to learn a new language. And I believe I have experimented that myself. He also suggests that there is strong evidence that supports his input hypothesis which conditions the acquisition of a language by the learner’s first understanding of it, giving then tremendous importance to the quality of the input. Moreover, for me the age to learn a new language is not important at all, nonetheless the motivation to do it.

One has the capability to learn a new language at any stage in life, regardless one's age.

References

• Guillen, M. (2018). Second Language Acquisition. Recuperado de: https://repository.unad.edu.co/handle/10596/22629• Krashen, S. (2009). Principles and Practice in Second Language Acquisition. University of Southern California.9-45. Retrieved from http://www.sdkrashen.com/content/books/principles_and_practice.pdf • Ellis, R. (2003). The study of second language acquisition. Oxford: Oxford University Press. 11-40. Retrieved from https://drive.uqu.edu.sa/_/malehyani/files/Rod-Ellis-The-Study-of-Second-Language-A.pdf

Thank you!