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This summary comprises the first chapter of "Introducing Second Language Acquisition 3d Edition" by Muriel Saville-Troike and Karen Barto.
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Introducing Second LanguageAcquisition Chapter 1
Contents
1. Introducing Second Language Acquisition.........................................................................................2
1.1. What is SLA?...............................................................................................................................2
1.2. What is a Second Language?.......................................................................................................3
1.3. What is a First language?............................................................................................................3
1.4. Diversity in learning and learners...............................................................................................4
1.5. Chapter Summary (from the book).............................................................................................4
, 1. Introducing Second Language Acquisition
1.1. What is SLA?
Second Language Acquisition:
the study of individuals and groups who are learning a language subsequent to learning
their first one
the process of learning that language.
A Second language L2 = target language TL = all languages subsequent to the first
Two types of learning:
formal L2 learning: in a course or classroom
informal L2 learning: by interacting with the environment in the second language
To understand the process of SLA, we ask 3 questions:
1. What does the L2 learner come to know?
2. How does the learner acquire this knowledge?
3. Why are some learners more successful
Differences between fields of research when it comes to SLA research:
Linguists Emphasize the characteristics of the differences and similarities in the
languages that are being learned, and the linguistic competence (underlying
knowledge) and linguistic performance (actual production) of learners at
various stages of acquisition.
Psychologists and Emphasize the mental or cognitive processes involved in acquisition, and the
psycholinguists representation of languages in the brain
Sociolinguists Emphasize variability in learner linguistic performance, and extend the scope
of study to communicative competence (underlying knowledge that
additionally accounts for language use, or pragmatic competence)
Social Emphasize group-related phenomena, such as identity and social motivation,
psychologists and the interactional and larger social contexts of learning
These different disciplinary perspectives sometimes seem to conflict. While each perception is
correct individually, they fail to provide an accurate picture of the totality. All are needed to provide
a fuller understanding of the complex phenomena of SLA
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