Factors Affecting Sla Learning

FACTORS AFFECTING
SECOND LANGUAGE
LEARNING
Discussants:
MAYOR, MARY JOYCE S.

OARDE, KAREN B.
OBJECTIVES:
At the end of this lesson, the students are expected to:
 define and examine what is acquisition and learning:
 identify the crucial points/key points in factors affecting the second

language learning; and
 enumerate the factors affecting the second language learning through

reciting.
Acquisition is basically another word for learning.
The process by which a person learns a language is sometimes called

acquisition instead of learning, because some linguists believe that the
development of a first language in a child is a special process (Richards,
1985, p.3). (Ellis, 1986, p. 292; Alice Omaggio, 1986. p. 29)
Acquisition is unconscious study of a language in natural way and it is not

depends on the language teaching. On the other hand, learning is a
conscious study through formal instruction such as language classroom
teaching.
FACTORS INFLUENCING SECOND LANGUAGE
ACQUISITION
1. INTELLIGENCE
general ability to master academic skills. Ellis (1985, p. 293)
Intelligence is defined and measured in terms of linguistic and logical-

mathematical abilities.
People are gifted and they learn foreign languages with ease. Leaners
acquire language with different results despite the fact they are of the same
age and are equally motivated.
GARDNER (1983) THEORY OF MULTIPLE
INTELLIGENCE
1. Linguistic (sensitivity to spoken and written language, the capacity to
use the language to accomplish certain goals);
2. Logical-mathematical (ability to detect patterns, reason deductively
and think logically);
3. Spatial (ability to recognize and use the patterns od wide space and
more confined areas);
4. Musical (ability to recognize and create musical pitches and
rhythmic patterns);
5. Bodily-Kinesthetic (ability to use mental abilities to coordinates dofily
movements);
6. Interpersonal (capacity to understand intentions, motivations and
desires of other people);
7. Intrapersonal (ability to understand oneself, to develop a sense of
self-identity);
8. Naturalistic (ability to understand the nature world).
2. APTITUDE
specific ability a learner has for learning a second language.
Aptitude is natural ability to learn a language.
Language aptitude is thought to be a combination of various abilities
(identity sound pattern, recognize different of grammatical functions
of words in sentences.
Carroll describes aptitude as a stable factor, which cannot be trained;
it is an ability to learn a L2 faster and with less effort. He identified four
factors in language aptitude
Phonemic coding ability
Grammatical sensitivity
Inductive language learning
Role learning ability
3.PERSONALITY
A set of features that characterize an individual.
This concept s difficult to define and measure because of its
complicated nature.
THE MOST IMPORTANT PERSONALITY FACTORS
Self-esteem- evaluation of individual makes and maintain with regard
to himself, expresses attitude of approval and disapproval.
Inhibition and Risk taking- the concept of inhibition is closely related

to the notion of self esteem. All people protect their ego by building
sets of defenses. The higher self-esteem the lower walls of inhibition
influences language learning.
Anxiety- state of mind connected with feelings of uneasiness,
frustration, self-doubt and worry.
Maclntyre and Gardner distinguished anxiety into: trait anxiety which
can be experienced in a particular situation.
Three components of foreign anxiety:
1. Communication comprehension
2. Fear of negative social evaluation
3. Test anxiety
Empathy and extroversion- the willingness and capacity to identify with
others
4. MOTIVATION
Motivation is one of the most important factors in second language
acquisition.
Richards (1985) believes motivation as a factor that determine a person’s
desire to do something.
TWO TYPES OF MOTIVATION:
1. Integrative motivation- a learner studies a language because he is

interested in the people and culture of the target language.
2. Instrumental motivation-a learner’s goal for learning the second language

are functional and useful
Gardner (1979) links an integrative motivation to additive bilingualism.
Ellis (1985)linked instrumental motivation to subtractive bilingualism.
Motivation also distinguished into intrinsic and extrinsic .
Intrinsically motivated activities are ones which there is no apparent reward

except the activity itself. Intrinsically motivated behaviors are aimed at
bringing about certain internally rewarding consequences, namely, feelings
of competence and self-determination
Extrinsically motivated behavior expect a reward, like money, a praise or positive
feedback.
5. ATTITUDE
is a set of beliefs about factors as the target language culture, their own culture and,
in case of classroom learning, of their teachers, and the learning task they are given.
Stern (1983) classified three types of attitude
Attitudes toward the community and people who speak L2
Attitudes toward the learning and language concerned
Attitudes toward languages and language learning in general.

6. LEARNING STYLES
also called as cognitive style. It is a particular way in which a learner tries to
learn something.
Keefe (1979) described learning styles as the characteristics cognitive,
affective, physiological behaviors that stable indicators of how learners
perceive, interact with, and respond to the learning environment.
 Another classification is left/right dominance which is related to field
dependence/independence
 left-brain dominated students are intellectual, prefer established, certain
information and rely on language in thinking and remembering
right-brain dominated students are intuitive, process information in a holistic
way, rely on drawing and manipulating to help them think and learn.
REID(1987) IDENTIFIED FOUR LEARNING MODALITIES
1. Visual (seeing)
Visual learners learn through seeing (prefer to see a teacher during lesson,
learn by visuals: picture, wall displays, diagrams, videos.
2. Auditory (listening)
Learners learn through listening (prefer verbal instructions, like dialogues,
discussions and plays, solve problems by talking about them, use rhythm and
sound as memory aids.
3. Kinesthetic (moving)
Learners learn through moving and doing, they learn best when they are
active. It is difficult for them to sit still for long periods.
4. Tactile (touching)
Learners learn though touching, they use writing and drawing. They learn
well in hands-on activities like projects and demonstrations.
7. AGE OF ACQUISITION
 children are better at language acquisition than adults.
Critical period hypothesis by Lenneberg proposes that in child development

there is a period during which language can be acquired more easily
Older learners are able to apply linguistic rules when they use the language.
For children, language is a tool can also lie in affective states of the learners.
In conclusion, younger age is better of language acquisition, but adults are
better at learning language rules and systems.
THANK YOU!

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FACTORS AFFECTING

MAYOR, MARY JOYCE S.

 define and examine what is acquisition and learning:

 identify the crucial points/key points in factors affecting the second

 enumerate the factors affecting the second language learning through

The process by which a person learns a language is sometimes called

Acquisition is unconscious study of a language in natural way and it is not

Intelligence is defined and measured in terms of linguistic and logical-

Inhibition and Risk taking- the concept of inhibition is closely related

1. Integrative motivation- a learner studies a language because he is

2. Instrumental motivation-a learner’s goal for learning the second language

Gardner (1979) links an integrative motivation to additive bilingualism.

Ellis (1985)linked instrumental motivation to subtractive bilingualism.

Motivation also distinguished into intrinsic and extrinsic .

Intrinsically motivated activities are ones which there is no apparent reward

Stern (1983) classified three types of attitude

Attitudes toward the community and people who speak L2

Attitudes toward the learning and language concerned

Attitudes toward languages and language learning in general.

 children are better at language acquisition than adults.

Critical period hypothesis by Lenneberg proposes that in child development

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