THE

DEVELOPMENT
CHAPTER 4.
OF A SECOND
LANGUAGE
Think-Pair-Share
Objectives: Students will apply interlanguage concepts in
their teaching and analyze the stages of second
language acquisition. They will demonstrate
pragmatic competence by using language
effectively in social contexts and develop lifelong
learning strategies to continue building their
language skills. By recognizing learner
differences and fostering usage-based learning,
students will support cognitive development and
manage cognitive load in their learners.
Additionally, they will promote collaborative
learning through group activities that encourage
peer interaction.
Content
Introduction

Interlanguage:
Learners create their This system changes
own system when as learners improve
learning L2 (Selinker, over time.
1972; Ellis, 2008).
 Order of
Acquisition, 1. Order of Acquisition
Learners master grammar in a
Sequence of predictable order (Brown, 1973;
Acquisition, Dulay & Burt, 1974).
Example: Learners learn
and Usage- “dogs” before “he eats.”
Based
Accounts
Order of 2. Sequence of Acquisition
Acquisition, o Learners go through stages when
acquiring language (Ellis, 1984).
Sequence of Example: “No come” → “Don’t
Acquisition,
o

come.”

and Usage-
Based
Accounts
 Order of 3. Usage-Based Learning
Acquisition, Learners learn from repeated
Sequence of exposure to phrases (N. Ellis,
2002; Pawley & Syder, 1983).
Acquisition,
Example: “I don’t know”
and Usage- comes from hearing it often.
Based
Accounts
Case Studies of L2 Learners

Schmidt (1983) – Wes

• Wes communicated well but didn’t fully learn grammar.
• Example: He used “money-girl” for “prostitute.”

1983

1984

Ellis (1984, 1992) – Classroom Learners

• Children relied on phrases first, then learned to create new
sentences.
• Example: “I don’t know” → “I don’t understand.”
Learner Varieties

LEARNERS MOVE FROM SIMPLE TO EXAMPLE: “ME NO GO” → “I AM

COMPLEX SENTENCES (KLEIN & GOING.”
PERDUE, 1997; DIMROTH, 2012).
Order of Acquisition

Learners follow a natural order for learning Example: Learners use “eating” before
grammar (Brown, 1973; Dulay & Burt, 1974). “eats.”
 Sequence of Acquisition

LEARNERS PROGRESS FROM SIMPLE EXAMPLE: “CHILDREN PLAY WITH

TO COMPLEX GRAMMAR (PIENEMANN BALL” → “CHILDREN ARE PLAYING
ET AL., 1988). WITH THE BALL.”
Development of Other Linguistic
Systems
Development of Other Linguistic
Systems
• Phonology:
• Learners use sounds from their first
language (Flege, 1987; Eckman, 1977).
• Example: German speakers say “bet” for
“bed.”
• Vocabulary:
• Learners first learn basic words and
phrases (Nation, 2001; Meara, 2009).
• Example: Learn “book” before “read.”
 L2 Pragmatic Development

Learners improve their requests, moving Example: “Give me paper” → “Can I have
from direct to polite (Kasper & Rose, 2002). the paper?”
 Pedagogical implications

Teach in Repeat Use Focus on Help Adapt Teach

Teach in Steps Repeat Key Use Focus on Help with Adapt Teach Social
• Language Phrases Simple, Communic Common Lessons to Language
learning Vietnamese Skills
happens in • Repetition Fixed ation First Student
stages. Start helps Phrases -English Needs • Include lessons
• Let students
with simple students speak without
Mistakes on polite
• Teach ready- • Use pictures requests and
sentences and remember and worrying too • Vietnamese everyday
gradually use language made influences how
and context to conversations.
expressions much about explain
move to better. Make grammar students speak • Example: Role-
harder sure students early on so English. Focus difficult play asking for
students can mistakes at on specific grammar
structures. practice key the beginning. help: start with
phrases often. communicate issues, like points. “Give me...” and
• Example: • Example: pronunciation
quickly and • Example: work toward
Teach "I go to • Example: Use Encourage and grammar “Could I please
school" first, phrases like “I confidently. differences. Show images
students to have...?”
then move to don’t know” or • Example: • Example: of people
Teach “Can I talk even if doing actions
questions like “I want to…” in they make
Practice words
"Do you go to many class have...?” so that end with to explain the
students can mistakes, consonants like difference
school?" activities. correcting
make polite “bed” (not between “he
requests them gently “bet”).
goes” and
easily. later. “they go.”
 Summing-Up

LANGUAGE LEARNING IS A REPEATING KEY PHRASES FOCUS ON VIETNAMESE CAN AFFECT TEACHING SOCIAL
STEP-BY-STEP PROCESS. HELPS STUDENTS COMMUNICATION, NOT JUST HOW STUDENTS LEARN LANGUAGE SKILLS EARLY
STUDENTS NEED REMEMBER LANGUAGE PERFECT GRAMMAR, ENGLISH. TEACHERS WILL PREPARE STUDENTS
STRUCTURED LESSONS THAT PATTERNS AND USE THEM ESPECIALLY IN THE EARLY SHOULD HELP WITH FOR REAL-LIFE
MOVE FROM SIMPLE TO CONFIDENTLY. STAGES. COMMON MISTAKES LIKE COMMUNICATION.
MORE ADVANCED PRONUNCIATION AND
LANGUAGE. GRAMMAR.
 Conclusions

Teach English step-

by-step, starting with It’s important to focus on
simple expressions communication skills,
and moving to more not just grammar, to help
complex ones as students use English in
students gain real situations.
confidence.

Teachers need to be
Repetition and
aware of the common
practice are key.
challenges
Encourage students
Vietnamese learners
to speak and don’t
face and adapt
worry too much about
lessons to help them
mistakes early on.
improve.