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The Factors That Influence The Acquisition of A Second Language

There are many factors that influence how quickly and easily a person acquires a second language. Internal factors include age, personality, motivation, experiences, cognitive abilities, and one's native language. External factors include the curriculum, quality of instruction, culture and status, motivation from others, and access to native speakers. It is the complex interplay between these internal and external factors that determines the speed and ability with which a new language is learned.

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Muhammad Gulab
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130 views

The Factors That Influence The Acquisition of A Second Language

There are many factors that influence how quickly and easily a person acquires a second language. Internal factors include age, personality, motivation, experiences, cognitive abilities, and one's native language. External factors include the curriculum, quality of instruction, culture and status, motivation from others, and access to native speakers. It is the complex interplay between these internal and external factors that determines the speed and ability with which a new language is learned.

Uploaded by

Muhammad Gulab
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The factors that influence the acquisition of a second

language

Introduction

Some students learn a new language more quickly and easily than
others. This simple fact is known by all who have themselves learned a
second language or taught those who are using their second language in
school. Clearly, some language learners are successful by virtue of their
sheer determination, hard work and persistence. However there are other
crucial factors influencing success that are largely beyond the control of the
learner. These factors can be broadly categorized as internal and external. It
is their complex interplay that determines the speed and facility with which
the new language is learned.

Internal factors

Internal factors are those that the individual language learner brings with
him or her to the particular learning situation.

 Age: Second language acquisition is influenced by the age of the learner.


Children, who already have solid literacy skills in their own language, seem
to be in the best position to acquire a new language efficiently. Motivated,
older learners can be very successful too, but usually struggle to achieve
native-speaker-equivalent pronunciation and intonation.
 Personality: Introverted or anxious learners usually make slower progress,
particularly in the development of oral skills. They are less likely to take
advantage of opportunities to speak, or to seek out such opportunities. More
outgoing students will not worry about the inevitability of making mistakes.
They will take risks, and thus will give themselves much more practice.
 Motivation (intrinsic): Intrinsic motivation has been found to correlate
strongly with educational achievement. Clearly, students who enjoy language
learning and take pride in their progress will do better than those who don't.
Extrinsic motivation is also a significant factor. ESL students, for example,
who need to learn English in order to take a place at an American university
or to communicate with a new English boy/girlfriend are likely to make
greater efforts and thus greater progress.
 Experiences: Learners who have acquired general knowledge and
experience are in a stronger position to develop a new language than those
who haven't. The student, for example, who has already lived in 3 different
countries and been exposed to various languages and cultures has a stronger
base for learning a further language than the student who hasn't had such
experiences.
 Cognition: In general, it seems that students with greater cognitive abilities
(intelligence) will make the faster progress. Some linguists believe that there
is a specific, innate language learning ability that is stronger in some
students than in others.
 Native language: Students who are learning a second language which is
from the same language family as their first language have, in general, a
much easier task than those who aren't. So, for example, a Dutch child will
learn English more quickly than a Japanese child.

External factors

External factors are those that characterize the particular language learning
situation.

 Curriculum: For ESL students in particular it is important that the


totality of their educational experience is appropriate for their needs.
Language learning is less likely to place if students are fully submersed
into the mainstream program without any extra assistance or,
conversely, not allowed to be part of the mainstream until they have
reached a certain level of language proficiency.
 Instruction: Clearly, some language teachers are better than others
at providing appropriate and effective learning experiences for the
students in their classrooms. These students will make faster progress.
The same applies to mainstream teachers in second language
situations. The science teacher, for example, who is aware that she too
is responsible for the students' English language development, and
makes certain accommodations, will contribute to their linguistic
development.
 Culture and status: There is some evidence that students in
situations where their own culture has a lower status than that of the
culture in which they are learning the language make slower progress.
 Motivation (extrinsic): Students who are given continuing,
appropriate encouragement to learn by their teachers and parents will
generally fare better than those who aren't. For example, students
from families that place little importance on language learning are
likely to progress less quickly.
 Access to native speakers: The opportunity to interact with native
speakers both within and outside of the classroom is a significant
advantage. Native speakers are linguistic models and can provide
appropriate feedback. Clearly, second-language learners who have no
extensive access to native speakers are likely to make slower
progress, particularly in the oral/aural aspects of language acquisition.

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