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Hi, friends!

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This module discuss about language 
acquisition and language learning.

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The factors influencing the acquisition 
of a language,

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like the learner factors, environmental 
factors and infrastructural factors

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are dealt in detail.

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Acquisition and learning.

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Language acquisition is the process by
which humans acquired the capacity to

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perceive and comprehend language. As well
as to produce and use language.

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Acquisition is implicit and subconscious
which take place in an informal situation.

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According to Stephen Christian 1985, 
language acquisition does not require

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extensive use of conscious grammatical 
rules and tedious drill.

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Acquisition requires meaningful 
interaction in the target language,

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natural communication in which speakers
are connected,

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not with the form of their entrances but
with the messages they are convenient

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and understanding.

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Language acquisition encompasses the 
development of

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four interdependent systems.

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Pragmatic: communicative use of language
in a social context;

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Phonological: perception and production of
sounds to form words;

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Semantics: processing of meaning

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and grammatical use of syntactic and
morphological rules to combine words

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into meaningful sentences.

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The phonological and grammatical systems
constitute the language form.

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The pragmatic system describes

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how language should be adapted

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to specific social situations

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in order to convey emotions

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and reinforce meaning.

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The term acquisition is used for L1

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and the term learning is associated
with L2.

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Children acquire language through a 
subconscious process

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during which they are unaware of 
grammatical rules,

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that is no deliberator for to learn the
language.

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They pick up language in informal 
situations.

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Language acquisition is implicit, and
effortless as meaningful communication

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occurs in natural environment.

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While communicating the message in the
text is given more important

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rather than the form.

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... connected through feedback or
when they hear the correct usages.

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Later on, they can cut it themselves

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when they become masters of linguistic
generalizations.

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They will be confident in using the 
language in the real life situations.

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Language learning is explicit and
conscious

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and takes place in a formal situation.

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The rules of the language are taught
directly

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and learning is the product of formal
instruction.

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It is learning about a language.

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Children have the conscious knowledge of
the new language, and can talk about it.

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They can memorize the rules to solve a
grammatical problem,

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but when it comes to the practical level
of using the language

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it may not work.

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In the case of second language,

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all the third or the fourth language,

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this is what happens.

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Whatever that is learned

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meaningfully and naturally, is retained
and will become acquired.

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Factors influencing acquisition.

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Language learning is a habit formation,

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and so,

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if one's acquired it becomes automatic.

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According to Paul Roberts:

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"When we learn the first language,

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we face the universe directly

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and learn to clothe it with speech.

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When we learn a second language,

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we tend to filter the universe through 
the language already known."

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By the time the child learns a second 
language,

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he is familiar with the system of
mother tongue.

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He has to set aside the rules and sets of
his mother tongue

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to invite the habits of a new language.

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Factors influencing acquisition can be 
broadly classified into three.

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They are:

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Learner factors.

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Infrastructural factors.

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Environmental factors.

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The learner factors.

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The learner factors influencing the 
acquisition of a language are mainly:

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Psychological, Physiological and
Sociological.

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Factors like aptitude, attitude, 
interest, personality,

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multivision, age, sex, intelligence and 
learning styles come under this.

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Aptitude

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Aptitude refers to the potential for 
achievement.

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According to Carrol,

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foreign language aptitude consisted of
four independent abilities.

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They are:

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Phonetic coding ability.

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The ability to identify and memorize 
new sounds.

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Grammatical sensitivity.

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The ability to demonstrate awareness

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of the syntactic patterning of sentences 
of a language.

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Root learning ability.

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The ability to learn associations between
sounds and meaning.

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Inductive ability.

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The ability to identify similarities and 
differences

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in grammatical form and meaning.

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It is not necessary that successful 
language learners

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are strong in all the envolved components.

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Details can identify students 
requirements,

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and select appropriate strategies to 
accommodate

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their differences in aptitude.

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Personality

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The personality characteristics we
can affect

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language acquisition are:

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Extroversion, introversion,

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self esteem, anxiety, etcetera.

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Personality may be a major factor in the 
acquisition of oral skills,

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not in reading and writing skills.

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Introverted or anxious learners

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make slower progress

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especially in communication skill.

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They try to get away from opportunities
to speak,

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and express themselves.

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The extroverts will take risks.

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They will not worry about the mistakes,

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and make the advantage of opportunities
to interact.

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Motivation

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This is a strongly favor intrinsic
motivation.

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Intrinsically motivated learners, try
for excellence,

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autonomy and self-actualization.

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A supportive and non-threatening learning
atmosphere,

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naturally creates motivation.

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Through various activities, tasks and
learning materials in the class,

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the teacher can increase students interest
to learn language.

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A felt need, develops both intrinsic and
extrinsic motivation.

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Learning styles

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Learning styles is an individuals natural
habitud

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and preferred way of absorbing,

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processing and retaining new 
information and skills.

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... 1995.

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Each individual is different,

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and process information in their own 
unique ways.

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Types of learning styles are: perceptual 
learning style,

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and cognitive learning style.

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Perceptual learning style include:

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visual, auditory and kinesthetic.

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Visual learners have a preference for
seeing.

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Auditory learners best learn through
listening.

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And tactile or kinesthetic learners
preferred to learn through experience;

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That is:

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moving, touching and doing.

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Cognitive learning style, are the mental
mechanisms

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that process the incoming information
through different sources.

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Each individual learner has his own way
of processing information

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or approaching a task.

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This is known as his cognitive style.

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According to Ellis:

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"Cognitive style is a term used to refer

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to a manner in which people perceive

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conceptualize, organize and recall 
information.

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While designing learning activities,

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the teacher has to consider the students 
with valid learning styles.

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Age

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Age is one of the characteristics which 
affect language acquisition.

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Learners who have a solid skill in their
own language,

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are found to acquire a new language
more easily.

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Motivated adults learn language more 
easily,

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but struggles to achieve correct
pronunciation

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because of the problems of the transfer

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of the habits of native language.

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They feel it difficult to recognize the
sounds of the ... in language.

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Young children show greater flexibility

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in identifying the sounds of the language,

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remembering them and reproducing them.

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They are less conscious about the mistakes
made,

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and already to correct the mistakes
without hesitation.

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This will foster language acquisition.

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Sex

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Girls are found to excel voice in 
language learning.

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They start talking earlier than boys,

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and uses grammatically correct

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and complex sentences.

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Auditory sensitivity and all behaviour

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is not the same for boys and girls.

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The fact that girls mature earlier than
boys,

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has direct implications for language
acquisition.

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Attitude

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Language attitude is the feeling one has
about language learning.

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It is greatly influenced by the learning
situation.

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Teacher, language, classroom, books, 
friends, homework,

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and the school as such determine students'
attitude towards language learning.

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Spolsky says,

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"In a typical language situation there are
a number of people

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whose attitude to each other can be 
significant:

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the learner, the teacher,

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the learner's peers and parents, and the 
speakers of the language.

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Each relationship might well be shown to
be a factor

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controlling the learners' motivation to
acquire a language.

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A positive or a negative attitude towards
language learning

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can be developed in children by the
influence of these factors.

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Positive attitude for language learning

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has to be created through a congenial 
and motivating environment in school.

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Interest

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Teachers need to design creative 
activities

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to evoke student interest in language 
learning.

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Clarity and relevance of the language
learning goals.

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Extend of feature and pure support,

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learning language through fun and games,

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all creates interest in learner.

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As Einstein said,

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interest is the best teacher,

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without interest, the best learning
situations will prove to be ineffective.

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Intelligence

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Intelligence plays a very important role
in language acquisition.

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Kinesthetic intelligence is the ability to
use the physical actions

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with linguistic responses to express ideas
more clearly.

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While taking part in group discussions,

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the learners are using interpersonal
intelligence.

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Grammar analysis

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falls into the logical intelligence.

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The stress timed rhythmic nature of 
English language,

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the need to communicate using melody, and
rhythm in a language class

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points to the need for musical 
intelligence.

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Learning language through the knowledge 
about self

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focuses to intrapersonal intelligence.

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Linguistic intelligence involves the 
sensitivity

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to spoken and written language.

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The ability to learn language, and the
capacity to use language

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to accomplish certain goals:

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The opportunities for learning,

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the motivation to learn,

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the individual difference in
intelligence,

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aptitude, personality,

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and also, learning styles

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play an important role in the rate of 
learning

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and success in learning.

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The teacher should consider learners
individual aptitudes,

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personalities and learning styles

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into account to create a learning 
environment conducive to all.

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The environmental factors

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The environmental factors include both

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school and family.

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The classroom should provide a favorable

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democratic environment for language 
learning.

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Maximum exposure in target language

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has to be given in the schools.

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Cooperative rather than competitive
atmosphere,

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free from tension has to be maintained in 
the classroom.

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A felt need to learn the language for real
life communication

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has to be evoked in students.

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The teacher should be aware of the 
individual difference

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and has to provide learning experience 
suitably.

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The week and the gifted

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has to be considered according to their
language needs.

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A tolerant attitude has to be adopted

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to student errors while using language.

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There is a marked relationship between
the child's linguistic development

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and socio-economic status.

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The teacher should also consider this
aspect of the students

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while planning for language learning 
programs.

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The infrastructural factors

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The infrastructural facilities

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it's magnitude and quality

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depends upon the strength, interest
and vision of the organization

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which manages the institution.

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Facilities to use the equipments like 
audiovisual aids,

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language laboratories, libraries, 
etcetera.

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which provides maximum exposure and 
practice in the target language

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has to be arranged in schools.

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First time experience to use the target 
language

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as interacting with the native speakers,

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spacious classroom with facilities to 
contact learning activities like roleplay,

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discussions debates, dramatization, 
etcetera.

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where the students use the language

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has to be provided.

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Problems in acquiring English as a 
second language.

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Learning a second language is always a 
challenge

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in a place where people hardly use it in
their daily life.

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Second language learners face several
difficulties to gain

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good command over a foreign language.

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English presents a number of issues to non
native speakers

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because of their illogical nature of his
spelling, pronunciation

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and unique grammatical rules.

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The pull of mother tongue.

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When a child begins to learn a second 
language,

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he has acquired his mother tongue,

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the system which he can use with ...

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So whenever he wants to express something
in second language

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he has to keep the habit of the first 
language in check

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in order to produce the new sounds 
and structures.

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It will be difficult for him

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to produce the distinctive sounds of the
second language

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as his years are accustomed

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with the sounds of the first language.

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Thus, he replaces the sounds of the 
second language

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with the similar sounds in his mother
tongue.

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Suprasegmental features have great impact
in English language

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which mean not be so pronounced in
mother tongue.

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The natural word order of sentence in
the mother tongue

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may be different from that of English.