Second Language Acquisition

The third aspect is the nature of the linguistic input. The nature of the speech addressed to second language learners is an important factor in influencing how well they learn. The ideal input is similar to the input received by the child: comprehensible, relevant to their immediate interests, not too complex, but not strictly graded either.

Second Language Acquisition

Accounting for differences between learners

The fourth aspect is the effect of formal instruction. In formal instruction, teachers attempt to affect the course of learning. Mainly by controlling the learner’s exposure to the language, providing opportunities for practicing the language, and providing feedback. A number of other factors also affect the learning of second language, such as the methodology of teaching, the personality and skill of the teacher, the ability of the learner, and the availability of time and resources.

3. The Ability to Learn

This refers to four aspects: the learner’s cognitive factors (intelligence), personality, age, and active learning strategies.

The first aspect is the cognitive factors. It has been found that there is a link between general intelligence (IQ) and second-language learning ability.

The second aspect is personality. The personality traits of the learner can affect his second language learning. Learners who are extrovert and outgoing get involved more in social interaction, attract more attention from teachers, and are less inhibited when asked to display their proficiency (e.g. presentations). Also, a learner with high self-esteem is less likely to feel threatened when communicating in a strange language in an unfamiliar situation.

Second Language Acquisition

Accounting for differences between learners

The third aspect is age. Children can learn a second language better than adults because they have better learning conditions that adults. These conditions are summarized below:

• Children often have more favorable learning conditions: more time, exposure, attention, communicative need, and opportunities for use.
• Children are likely to be exposed to simpler language.
• Children are less likely to hold negative attitudes towards other speech communities or to be aware of other factors (e.g. fear of rejection) which may produce barriers to interaction and learning.
• Children ‘aquire’ language naturally while adults ‘learn’ it in a formal setting.