SL Acquisition and SL Teaching

Second Language Acquisition can be described as the different sets, factors, inputs, in which every person has on their own environment, and according to their abilities, can make of this input, comprehensible in order to facilitate the acquisition of the second language.

Second Language Teaching, instead, can be described as the set of ¨rules¨, ways, methodologies, strategies, applied in order to facilitate the acquisition of a second language.

Probably there is no difference between these two approaches, regarding that both seek for one common objective, learning a second language.

In terms of ¨how¨ is the process of SL acquisition and SL teaching, we can see a notorious gap between them, since there are external, social factors affecting the acquisition process, while on the teaching process, these factors might not represent an influence on it.

In terms of ¨what¨ is the best approach, regarding to a successful learning of a second language, the answer might rely onto what context the SL learner is dealing with, and what factors might be affecting or interacting with his/her background knowledge.

Relationship SLA - Second Language Teaching

 WHAT DO YOU SEE AS A RELATIONSHIP BETWEEN SECOND LANGUAGE ACQUISITION AND SECOND LANGUAGE TEACHING?

A relationship between second language acquisition (SLA) and second language Teaching is advantageous, desirable and positive. SLA plays an important role in Teaching English as a second Language. It has contributed in one way or another to Language Teaching. Teachers need to receive language knowledge in order to teach.

In the classroom the teacher applies what he learned in SLA using Pedagogy. Is in the classroom that the teacher shows its abilities, during the class, when he follows a lesson plan prepared by himself, showing its capacities and knowledge.

To acquire a second language is necessary to a second language teaching, one is related to the other. SLA facilitates the development of Second language teaching. It is useful, to advise teachers about how or what to teach, giving them resources to put in practice.

HOW ARE SECOND LANGUAGE ACQUISITION AND SECOND LANGUAGE TEACHING DIFFERENT?

Second language acquisition, is learning a second language after a first language, it is already established. It takes a long time to learn it well and everybody can do it. A second language teaching, takes a lot time of practice and it is necessary to have a University degree.

A teacher promotes second-language acquisition. If a teacher cannot use the language well, he or she should not be teaching it. SLA cannot ensure competence of teachers. There is a significant overlap between SLA and Second language teaching, in a SLA the person who learns is a student and in Second Language teaching one who acquired a second language is a teacher.

HOW MIGHT THEY AFFECT EACH OTHER AND HOW MIGHT THE STUDY OF ONE AFFECT THE STUDY OF THE OTHER?

To acquire a second language in a classroom as a student may affect a person who decides to change places and teaches English as a second language. It is also more concerned with what the teacher does in the classroom than with what the student does.

Teaching English as a second language, teachers sometimes feels frustrated, they assume they know what their students need in order to select what to teach them, but their students or learners do not appreciate what they have planned, they do not show interest, do not pay attention to the class, get bored or fall asleep, thus they do not learn.

 The teacher just teaches and sometimes he forgets when he or she was a student. Changing roles from student to a teacher creates a distance between them. This perspective should encourage the teacher to take advantage of the learning opportunities to make the didactic material relevant to the learners.

Azucena Naranjo Sanchez

LANGUAGE, LEARNING, AND TEACHING


Language, learning, and teaching are moving forward in the education in our society nowadays. That is why it is very important to consider these three aspects before advancing in the process of a second language acquisition.

Language has risen from the necessity to communicate ideas, emotions, feelings, etc. It has emerged arbitrarily, that is that society creates a system of codes or symbols to participate and interact among each other.

Learning a language is an innate in people’s brains; since born, people is involved in this natural process of language acquisition. However, learning a second language is a process that can develop at any stage in individuals’ lives. When learning a second language, the left side of our brain activates and develops abilities for this purpose. This is why acquiring a second language does not become a natural process unless the individual is exposed to a bilingual environment. The successful development of this ability depends on several factors as motivation, age, special needs, background, social environment, and others.  

Teaching a second language is a process where several techniques and methods are applied in the classroom. It will depend on the factors cited above which definitely influence the acquisition of the second language. Teacher must develop an awareness of the importance of second language acquisition on learners so that they are motivated to learn a language rather than blinded to do it. Another factor to consider in L2 acquisition is the environmental situation in the education in our society since there are many limitations for both, learners and educators, to be deeply immersed in this process. However, educators have figured out ways to accomplish the teaching goal, considering as an interaction process rather than a transfer process.

Written by: Elena Niola

Being an educator is an enormous responsibility, we are facilitators of the knowledge  , responsible for encouraging the intellectual development of our students.

 The teacher  position, always puts you in a role where you have to plan  and provide activities ,materials that engage and challenge the students intellectually, these  activities should be designed to  help learners to adquire the language  in an active way.

We are providers of information, planning, evaluating, grading tests, exams and assignments are  our duties , we have to be  always   ready to adjust teaching styles to meet individual needs of student, and   understand the diverse background they  come from, their strengths, weaknesses and areas of interest .

 It is our hands to provide  them   instrumental motivation for the language ,that make us sometimes think we have the power among our students.

 Being on the other side, to be sitting as a student,  receiving the information in a passive role make the process different ,my teachers are the ones who  make me participate in a active process. It gives you a another  perspective ,I can face the difficulties of being from a different background and how I can use my experience to help my students, I can analyze  my teaching style and improve it.

SECOND LANGUAGE ACQUISITION AND SECOND LANGUAGE TEACHING

Both, Second Language acquisition and Second Language teaching  are important in the process of learning a language.

On the one hand, Learning a second language  besides the mother tongue, is called Second Language acquisition.  And it is an internal process of our brains, whereas the target language is learned. And its goal is to describe  the learner´s mental representation of the Second Language as it is mention in the Innate perspective.

When  grammar mistakes are reformulated by the intelocutor, Learners can realize those errors, and correct them the next time they use those expressions.

  On the other hand, Second Language Teaching refers the steps , procedures or techniques a teacher has to use to perform teaching of the target language. 

Since the past it has been mentioned, that there haven´t been an especific method to teach a language, and experience tells teacher that we need to adapt and we do. As teacher we have to shape our pegagogy in order to response our learners needs.

Finally , I think either SLA and SLT are conected, because it  is an interactive process whereas sudents and teachers have to collaborate to obtain the best results.

SECOND LANGUAGE ACQUISITION AND SECOND LANGUAGE LEARNING

According to what I have read, Second Language Acquisition is the process by which people learn a second language in addition to a person's first language. Whereas, the Second Language  Teaching refers to the development of procedures for the teaching of the target language.  Both approaches  are related each other, since they are involved in the process of learning another language for different purposes.

Futhermore, the Second Language Acquisition differs from the Second Language Teaching in the sense that the first, is a subconscious process which leads to fluency; on the other hand, the Second Language of Teaching is a conscious process which shows itself  in terms of teaching rules and structures for the acquisition of the target language.

From my point of view, as the Second Language Acquisiton as the Second Language Teaching  might not affect each other, even if they show some differences betweem them ; on the contrary, I consider that they are closely related because the learner and the teacher play an active role in the process of learning a second language.

SECOND LANGUAGE ACQUISITION AND SECOND LANGUAGE LEARNING

Teachers face  every day challenges the first one i to choose the correct model and method to teach our students according their coontext,we have to distinguish the needs of everyone of them  differences as a group and  as an individual, age, motivation, identity.

teachers shold be aware about to give our students enough "tools" by means of which they can develop their multicompetence rather than  reach the native speakes abilities, because this way the student develop a mutilingual identity.

moreover we mas be aware about the material in which we are going to use in class: mainly textboks but next to this we need to be careful with supplemental material  they shold be prefereable froma real context.

In the other hand other device to hept the teacher on his classes is technology we oughto to prepar to use new technology in class which is hepfull and widely motivant.

beside of this otro outstanding factor is culture, because it influence the way to see the world, using cultural information at classes students gain intercultural competence. 

LANGUAGE, LEARNING, AND TEACHING

As Language teachers we should have a well knowlegde about  lenguage for example structure and function of the language, general principles of learning and pedagical perspectives, all of this background will be useful in our daily labor.

Language is an active process and it is formed by mani components (phonology, semantics, morphology, syntax, pragmatics) every part of this whole is an important factor which determine the way in which a person talk.

Language is not only the way in which we can talk but mainly its is tha way in wich we can communicate; communicate our thinking, ideology, feeling and; it gives us in certain way a status of life according our domain.

Teacher need to choose the appropiate model according the context of our students to help them to develop and increase their skills of the language.

Learnign is the process by means the student acquire and develop determined skill in detrrminated area in this case language domain. the importance of it is based because many time students fail o it is difficult to them to use a new language may be because teachers do not give this entire vision about what english represent and only we stayed at the grammar stage in teaching the language.

Our challenge is to teach our students in an appropiate  context with meaningfull and activities and focus their  attention in on achievement of succesfull communication develop accuracy and autonomy. 

Second Language Acquisition vs. Second Language Teaching

Teaching and acquisition are two important features of language which are very useful to produce new knowledge. According to some professional opinions, it is a fact that teaching requires a great deal of technical specialized knowledge, and on the other hand, acquisition requires that students learn the patterns of language for example :phonology,morphology,syntax etc. The purpose of this analysis is to examine the difference between acquisition and teaching in their different facets.

First, Innatist is considered a facet of acquisition which concerns solely with the understanding competence rather than performance. It is diffent to ,an interesting facet of teaching, Language awareness because it refers to explicit knowledge about language, and the interactionist perspective, it is also analyst and exploratory .

Second, the autonomy teaching procedure promotes to autonomous learners to be responsible for and in control of their own learning in the class. On the other hand, the sociocultural theory in the acquisition context consist in the interaction as a site for the learners to obtain samples of the target language which can be processed internally and social interaction.

Finally ,the interaction hypothesis force speakers to pause from their conversation in order to reach an understanding of the meaning of a particular utterance, giving expression chances. In the similar way,The opportunity teaching phase tends to be more tolerate and flexible to the students.

In conclusion, Acquisition and Teaching are two different perspectives but the objectives are the same to ,transmit and receive knowledge efficiently. The analysis demonstrates that some perspective are different from each other because their technique have extend variation. On the other hand, there are also some similarities which can link the two scenarios (acquisition and teaching ).The analysis of this two language features determines that they are quite different but in the learning context they both have the same expectations.

SECOND LANGUAGE TEACHING AND SECOND LANGUAGE ACQUISITION

SECOND LANGUAGE TEACHING AND SECOND LANGUAGE ACQUISITION

Firstable, I consider that it is fundamental to know what second language acquisition means; According to Wikipedia Second-language acquisition or second-language learning is the process by which people learn a second language. In other words, we can say that the acquisition of a target language is the process in which people are involved to learn a language.

Meanwhile, Second language teaching is the process of teaching a Second Language to people. I consider that both are closely together because they share the idea of learning a target language in order to use it for many different purposes: for instance, communication, education, business and so forth.   

The main difference between both is that in second language acquisition; students have freedom to select in which context they want to learn the target language, while in second language teaching the role of the teacher it is elemental since they are in charge of creating an appropriate environment to teach the target language.

To conclude, I consider that both plays a basic role in order to learn a Second Language; I mean, on one hand, learners are responsible for learning SL accurately, whereas, on the other hand educators  are  in charge for approaching the target language to  their pupils in terms of creating the enough motivation to learn  it.

Author: Renato Granda

Second language adquisition and second language teaching

Discuss what do you see as the relationship between second language acquisition and second language teaching? How are second language acquisition and second language teaching different? How might they affect each other and how might the study of one affect the study of the other?

In most of the countries, people speak a second language to communicate with the entire world due to the globalization.  This international language is called English, which is used by many people for many different purposes. When people study a second language, they gain a knowledge and understanding of the culture and as soon as they start studying it during early ages, the better results will be seen as a native speaker. In fact, students cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. 

As you know, a second language is any language learnt after the first language also called “mother tongue”.  A second language is usually learnt to communicate with other countries where they share a common language.  Most of the researchers say the ages of 6 and 8 seem to be important periods for acquiring a second language and avoiding any accent. It is better to start a second language before a child goes through puberty.

Talking about the differences between SLA and SLT, it is obviously seen that children acquire language through a subconscious process during which they are unaware of grammatical rules, very similar to the way they acquire their first language.  In order to acquire the language, the learner needs a source of natural communication and a lot of practice.

The SLT starts as verbal behavior and there are many different methods of second language teaching such as:  grammar-translation method, the direct method, the audio-lingual method, the direct method, the communicative approach, among others.  Teachers do not usually use one singular style; they use a mix in their teaching to provide a more balanced approach.  Researchers have also pointed to interaction in the second language as being important for acquisition. 

The second language teaching affects the second language acquisition because both of them are attained to benefit the role of cognitive strategies in both the comprehension and learning of second and foreign languages.   One comes from the other one and they contribute to the development of the country to set goals that make more people learn as second language.  In short, learners have to hear and speak their second language by exposing to it as much as possible and acquire a good profiency on it.    That is my point of view.

Discuss what do you see as the relationship between second language acquisition and second language teaching?

I’ve had the opportunity to be an English teacher for 8 years and I’ve taught children and teenagers,  this has allowed me appreciate the process throughout  kids and teenagers learn a language and I absolutely agree with  those statements which confirm   that teacher leads  students to acquire the language, because the first time a kid listens, they feel curiosity and get engaged, even though they  had never listen or had a class. This feeling is the consequence of parent’s words that transmit their children the importance of learning a language   as a result they are willing to learn, but at that moment’s teacher’s responsibility plays out an essential role. Kids usually have all the desire to learn they participate they do not care if they made mistakes; children’s attitude is completed positive, despite the fact most of the time they do not have who to practice with, all of the this happens only if the student has had positive experiences with the language so second language teachers are complete involved in a process because teachers even though they have the power in class they need to understand the students’ background and respect their weakness; teachers have the responsibility to investigate the type of group you are dealing with.

How are second language acquisition and second language teaching different?

First of all the roles that every person has in this process allow us to establish some differences for example students are the main actors in the language acquisition process, they usually receive information, they belong to diverse cultural background with their own interests, on the other hand teachers are the ones who develop the teaching process their responsibility is to provide information and help students build their knowledge similar to the students they have a background. The teacher needs to have methods to develop the teaching activities

How might they affect each other and how might the study of one affect the study of the other?

When second language acquisition is a formal process they cannot be separated. They need each other, in fact teaching gives the status of formal, Second language teaching study might have great a consecuences on second language acquistions, because the better a teacher is prepared the more oustanding he becomes in his labor and better results they have. 

LANGUAGE LEARNING & TEACHING IN-CLASS

According to many authors, there are several theories of how people acquire knowledge because it is developed by all learners, but not in the same way, for that reason it is important to consider that in the process of learning acquisition, there are three aspects we must recognize and understand; Language (communication), Learning (input) and Teaching (output).

In interpreting the different aspects in this process, we can specify what Second Language Acquisition and Second Language Teaching are.  In contrast, SLA is described as a process by which people learn a second language; it refers to any language learned in addition to L1 (mother tongue). Moreover, Second Language Acquisition is not a set of easy steps that can be programmed; it differs depending on the circumstances of learners whereas Second Language Teaching involves research and improvement of education and training. It is a process of facilitation of learning, which main goal is to teach a foreign language successfully. 

On the other hand, both are different, but they are closely related to education, in consequence, during the process there is an on-going interaction and communication between teacher and learner because they require stimulus, response, and feedback; it means both of them require thinking.

As a conclusion, becoming bilingual is a way of life; as a learner, is your challenge to transform your first language into a new language and be part of a new culture, a new way of thinking, feeling, and acting. And as a teacher, we are responsible for causing to know or understand in the people.

The Second Language acquisition and the Second Language Teaching

Second language acquisition, or sequential language acquisition, is learning a second language after a first language is already established. Many times it happens when a child who speaks a language other than English goes to school for the first time or when people travel to a country where English is spoken. Children have an easier time learning a second language, but anyone can do it at any age. It takes a lot of practice.

Acquiring a second language is a natural process; whereas learning a second language is a conscious process and the students who start an early age are better than the ones that started after puberty. Whereas the second-language acquisition is the process by which people learn a second language, and it refers to any language learned in addition to a person`s first language, it can also incorporate a third, fourth or more languages; the second language teaching.

To acquire a second language differs from teach a second language because the first one is an spontaneous action and the second is a required activity. There is an important distinction  between language acquisition and language learning. Children acquire language through a subconscious process during which they are unaware of grammatical rules. This is similar to the way they acquire their first language. They get a feel for what is and what isn’t correct. In order to acquire language, the learner needs a source of natural communication. The emphasis is on the text of the communication and not on the form. Young students who are in the process of acquiring English get plenty of  practice. They readily acquire the language to communicate with classmates.

Language learning, on the other hand, sometimes is not communicative. It is the result of direct instruction from the teacher in the rules of language. And it certainly is not an age-appropriate activity for your young learners. In language learning, students have conscious knowledge of the new language and can talk about that knowledge. They can fill in the blanks on a grammar page. Research has shown, however, that knowing grammar rules does not necessarily result in good speaking or writing. A student who has memorized the rules of the language may be able to succeed on a standardized test of English language but may not be able to speak or write correctly.   

There is a big link between The Second Language acquisition and the Second language teaching because if there wasn`t the necessity of learning a second language, the second language teaching would not exist. Also, the predisposition of the students to learn a second language requires an excellent program to teach a second language effectively; besides to improve a second language that has been learned it is necessary to develop a grammatical structure.

                                                                              Juan Lara                 June 13, 2012

LANGUAGE, LEARNING AND TEACHING. 

First at all, a language is a process where people construct  logical sentences in order to communicate thoughts, ideas, or feelings.  To understand a language is not only to express yourself, it also includes knowing of patterns and regularities of it;  any language  has specific rules of phonology, semantics, morphology, syntax and discourse. 
The second language acquisition is based on all previous knowledge of the learner that includes underlying fluent, systematic and learner's memories.  It represents a mental internal process adapted by the learned so as to make meaning and to construct understandings among speakers to have a dialogical relationship.  Speakers and learners interact together to create the context of the language.
To acquire a language knowledge implicates a daily practice of it to solve problems out of the classroom. Individual's participation is really valuable to create its own understanding of the second language in order to become a part of a new community.  Learners have to design a mental representation of language while teachers must plan and implement  techniques according to their preferences and interests.  In the classroom both process:   learning and teaching are integrated step by step in order to approach learners to the language.  It is necessary  always to create an stimulus so as to have a response to achieve an active class. Both students and teachers use data and methods to acquire proficiency, the main goal is obtaining mutual learning and growth.  In some cases it is indispensable in  order to advance in the process of acquisition of a second language that teacher places theirselves  as students , to understand them and to facilitate the process of learning.  Finally,  all the knowledge
well- acquired , you will never forget it.

Language Acquisition and Language Teaching

Discuss what do you see as the relationship between second language acquisition and second language teaching? How are second language acquisition and second language teaching different ? How might they affect each other and how might the study of one affect the study of the other?

 Second language acquisition is to acquire another  language trough little formal training, as children do with their first tongue or mother tongue. For this reason, second language acquisition and second teaching learning  are extremely linking . Both, share the same goal, to learn a new language to communicate with other people.
Second language teachers help students around the world to encourage them to acquire a language, However there are some differences, the second language teaching is made trough a formal context, with academic parameters, it is a process of learning , and in most of the cases, this is part of the curriculum of the schools, also there are some factors that motivate people to learn a second language. While second language acquisition is acquire the second language as a natural way, with an every day interaction, for example, when families from one country move to another country, they acquire a second language acquisition, this mean that people is involved in daily situations as the market, bank,etc.

Second language acquisition can affect in some cases the teaching,because  people that acquires the language in an empiric way, have problems with syntactic and semantic.

Second Language acquisition and Second Lenguage Teaching

It is well known, that there are several hypotheses, or approaches, about the way people acquire a second language, and perhaps something that learning, and teaching processes have in common, is the variety of forms, whereby, both of these actions can be performed.  About the differences, between learning and teaching, it could be said, that as students, we have some freedom to choose, or recognize, our learning style, and find our intrinsical motivations, in order to succeed, in the acquisition of a second language.  On the other hand, for a teacher sometimes, trying to decipher or recognize the way a student learn, may result a difficult task to perform.  As a result of this situation, more theories are developed, changing constantly and trying to find, better ways to teach and also acquire a second language.

Language, Learning, and Teaching

In order to understand the real meaning of second language learners and second language teaching, it’s important to know the significance of language and second language. Language “It’s the combination grammar and vocabulary”, while a second language:  “One or more languages learned that is not the official used on a determinate country”

 In instance both second languages learners (SLS) and second languages teaching (TESOL) have a common goal that is acquiring the knowledge to dominate a Second language, using, the step by step approach, data and methods to obtain proficiency on a Second language.

The second language learners recollect unconscious data most of the time when they have to express their ideas to other people, in classrooms, media and never to lose their native language identities to others. Mean while the second language teaching is based on the pedagogy used at class in which you have to be flexible with the student’s needs or lack of knowledge. Helping the learners obtain a major fluency and apprehension of the significance of words, with the teachers help in scarifying their teaching program making adjustments on lessons and spending more time on how to capture the student’s attention. Having to two in which you can see how a teacher could react;  1. - You go to classroom where you only base yourself on teaching from a  book and answering question, most of the students are bore and outside of the classroom they don’t understand anything.2.-Your teaching and you notice that your students are not learning so you elaborate activities,  use a common interest(technology, movies,etc), feedback, group work, etc. Keeping your students motivated so they will be open mind to receive information and memorizing it. Finding pleasure and developing a good class environment.

Second language Teachers and learns should place them self’s in the other position and obtain more interaction by constant feedback, input, output to motivate each other, In order  gain personal growth.