Topic 2: Adquisición de lenguas extranjeras y tratamiento de errores

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Topic 2

TEORÍAS GENERALES SOBRE EL APRENDIZAJE Y LA ADQUISICIÓN DE UNA LENGUA EXTRANJERA. EL CONCEPTO DE INTERLENGUA. EL TRATAMIENTO DEL ERROR.

Table of contents

1. Introduction
2. First, Second, and Foreign Languages
3. First Language (L1)
4. Second Language (L2)

4

1. Foreign Language
2. Differences Between L1, L2, and Foreign Language Acquisition

6

1. Innatism - Chomsky
2. Behaviourism - Skinner
3. Cognition - Piaget and Vygotsky

PIAGET'S THEORY OF COGNITIVE DEVELOPMENT

9

1. Input - Krashen

10

1. Definition of Interlanguage
2. Stages of Interlanguage Development

12

1. Types of Errors
2. Common Errors Among Spanish Speakers

15

1. Pedagogical and Curricular Considerations

19

1. References

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3 (Foreign) Language Acquisition Theories

VYGOTSKY'S SOCIOCULTURAL THEORY

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1 Introduction

The process of acquiring a foreign language has been a subject of study and debate among linguists, educators, and psychologists for many decades. Understanding how people learn a second or foreign language is essential to creating effective teaching methodologies that respond to learners' needs.

Language acquisition is not a straightforward or linear process. It involves a variety of cognitive, social, and linguistic factors that interact as the learner develops their proficiency. The theories that attempt to explain this process differ in focus: some emphasize the role of innate mechanisms, while others highlight environmental factors or social interactions.

In the context of second language teaching, the goal is to promote communicative competence, the ability to effectively use language in real-life situations, both fluently and accurately.

One of the key concepts in second language acquisition is interlanguage-the evolving linguistic system that learners create as they move toward fluency.

Finally, error treatment is a critical component of teaching, as it determines how and when to correct students in a way that supports their learning rather than hindering it.

The importance of a linguistic approach to language teaching is underscored by current educational legislation. The Organic Law 3/2020 of December 29th, which amends Organic Law 2/2006 of May 3rd, as well as the Royal Decree 217/2022 of March 29th and www.innovattio.com. Registrado en Registro Central de la Propiedad @ Todos los derechos reservados 2

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the Decree 107/2022 of August 5th, promote a communicative and competence-based approach to language teaching. In alignment with the Common European Framework of Reference for Languages (CEFR), these regulations emphasize the development of linguistic, sociolinguistic, and pragmatic competences, all of which are grounded in the principles of linguistics.

In this topic, we will explore these concepts in depth, starting with an overview of the main theories of language acquisition, the concept of interlanguage, and how to approach error correction effectively in the classroom. This theoretical foundation will provide the tools needed to foster an environment where learners can confidently engage with the foreign language and develop their communicative skills.

2 First, Second, and Foreign Languages

To understand how people learn a second or foreign language, it is crucial to differentiate between first language (L1), second language (L2), and foreign language.

2.1 First Language (L1)

The first language (L1) is the language (or languages) a person acquires naturally from birth. This acquisition occurs through immersion in a linguistic environment where the child is exposed to constant and meaningful communication, usually from parents, caregivers, and the surrounding community. The process is implicit, www.innovattio.com. Registrado en Registro Central de la Propiedad @ Todos los derechos reservados 3

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meaning that it happens unconsciously, without explicit instruction. Children naturally pick up the rules of their first language as they interact with others, using it for everyday communication.

2.2 Second Language (L2)

A second language (L2) is a language that a person learns after acquiring their L1, typically in a setting where the L2 is spoken as a native language by the community. For instance, someone who speaks Spanish as their L1 and learns English after moving to an English-speaking country is acquiring English as a second language.

The key features of second language acquisition are:

• Naturalistic environment: L2 learners are often surrounded by speakers of the second language, which provides abundant input and opportunities for real-life communication. This input is crucial for successful L2 learning.
• Communication-based learning: Learners usually need to use the L2 to interact in everyday life (e.g., at work, in school, or in social settings), which can accelerate the learning process.
• L2 learning often happens later in life, meaning it may be influenced by factors such as the learner's age, cognitive development, and prior language experiences.

2.3 Foreign Language

A foreign language is learned in a context where it is not the dominant language of communication. For instance, when English is www.innovattio.com. Registrado en Registro Central de la Propiedad @ Todos los derechos reservados 4

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taught in Spain as a subject in school, it is considered a foreign language. Unlike L2 learners, foreign language learners do not typically have immersion in the target language outside the classroom.

Key characteristics of foreign language learning:

• Limited exposure: Foreign language learners often rely on classroom instruction for most of their language input.
• Formal instruction: Foreign language acquisition typically involves explicit teaching of grammar, vocabulary, and communication skills. It is often more structured than L2 acquisition.
• Motivation and context: The need to use the language may not be as immediate or pressing as in L2 environments. As a result, motivation plays a significant role in the learner's success.

2.4 Differences Between L1, L2, and Foreign Language Acquisition

There are important distinctions between these types of language learning that affect both the process and the outcomes:

• Age of acquisition: L1 is acquired during early childhood, while L2 or foreign languages are often learned later. Age plays a critical role in determining the ease and success of language learning.
• Cognitive demands: L1 acquisition is a natural, unconscious process, whereas L2 and foreign language learning involve more conscious effort and formal instruction.

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• Language transfer: In L2 and foreign language acquisition, learners' L1 influences their learning. This phenomenon, called language transfer, can lead to errors but can also facilitate learning, particularly when there are similarities between the L1 and the L2/foreign language.
• Input and interaction: L1 learners are constantly immersed in the language, while L2 learners may be partially immersed in an L2 environment. Foreign language learners often have very limited exposure, primarily through classroom activities.

3 (Foreign) Language Acquisition Theories

Language acquisition theories provide critical insights into how learners acquire a second or foreign language. These theories guide teaching practices, as they offer different perspectives on how language learning occurs and what factors are most influential in the process. In this section, we will explore some of the most influential theories of second and foreign language acquisition, including Innatism (Chomsky), Behaviorism (Skinner), Cognition ( Piaget and Vygotsky), and Input Hypothesis (Krashen).

3.1 Innatism - Chomsky

Noam Chomsky, one of the most influential linguists of the 20th century, introduced the theory of Innatism. According to Chomsky, humans are born with an inherent ability to learn languages due to www.innovattio.com. Registrado en Registro Central de la Propiedad @ Todos los derechos reservados 6

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the existence of a Universal Grammar (UG), a set of grammatical principles shared by all languages.

• Universal Grammar: Chomsky proposed that all human beings possess a mental structure that contains universal rules applicable to all languages. This innate knowledge enables children to learn the complex rules of language with relatively little input.
• Language Acquisition Device (LAD): Chomsky suggested the existence of a hypothetical device in the brain that facilitates the acquisition of languages. The LAD is activated when children are exposed to language input, allowing them to acquire the rules of any language they are exposed to.

3.2 Behaviourism - Skinner

B.F. Skinner, a leading figure in Behaviourism, proposed that language learning is a form of behaviour shaped by imitation, reinforcement, and practice. His theory focuses on observable behaviour and external stimuli rather than innate mechanisms.

• Imitation and reinforcement: According to Skinner, learners acquire language by imitating the language they hear around them. When they produce correct sentences or utterances, they receive positive reinforcement, which encourages them to continue using the correct forms.
• Habit formation: Skinner argued that language learning involves the formation of habits. Learners repeat language www.innovattio.com. Registrado en Registro Central de la Propiedad @ Todos los derechos reservados 7