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Lecture 4

The document discusses various factors affecting second language acquisition (SLA), categorizing them into individual, external, and affective factors. Key individual factors include age, personality, and motivation, while external factors encompass curriculum, teaching methodology, and access to native speakers. Affective factors such as self-esteem, anxiety, and empathy also play a significant role in a learner's success in acquiring a new language.

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Bushra Sani
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4 views

Lecture 4

The document discusses various factors affecting second language acquisition (SLA), categorizing them into individual, external, and affective factors. Key individual factors include age, personality, and motivation, while external factors encompass curriculum, teaching methodology, and access to native speakers. Affective factors such as self-esteem, anxiety, and empathy also play a significant role in a learner's success in acquiring a new language.

Uploaded by

Bushra Sani
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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FACTORS AFFECTING

SLA
Week 4
18th February, 2016
INTRODUCTION
It is quite observable that some learners learn a
new language more quickly than others, because
they are successful by virtue of their strong
determination, hard work and persistence.
Yet, some other learners are not very
successful in learning a new language, and it is
obvious that there are some crucial factors
influencing success, which are mostly beyond the
control of the learner.
These factors can roughly be categorised as
‘individual (internal) factors, external
factors, and lastly as ‘affective factors’.
I. INDIVIDUAL FACTORS

1. Age
2. Personality
3. Motivation
4. Experiences
5. Cognition
II. EXTERNAL FACTORS
1. Curriculum/
2. Teaching Methodology
3. Environment
4. Access to Native Speakers
5. Organizational policy/ Educational
Policy
III. AFFECTIVE FACTORS
1. Self-esteem
2. Inhibition
3. Risk taking
4. Anxiety
5. Empathy
EXTERNAL FACTORS
2.1. CURRICULUM

Particularly for the ESL


students, it is essential that
the totality of their
educational experiences
should be suitable to their
needs. If learners are entirely
submersed into a mainstream
program without having any
additional assistance, then
language learning is less likely
to occur.
2.2. Teaching Methodology
(TM)
 Very clearly, if language learners are exposed to
appropriate and effective learning experiences in
their classrooms, they will make faster progress.
Thus, the job of the language teachers should be
to provide suitable and effective input though
their instuctions.
 Teachers’ approach towards a lesson or skill
enhancement serves as a motivation for the
learners. TM may include Classical Method of
teaching (i.e. GTM), DM, CLL, CA etc.
2.3. Environment
a. Parental input
The kind of language and followed patterns
by parents will directly or indirectly affect the
child.
b. Classroom Environment
CR environment should be positive,
encouraging and relaxed. Lower level of anxiety
will facilitate learning. The environment should not
be threatening and discouraging.
Cognitive filter will absorb more and retain
things for a longer period of time.
2.4. ACCESS TO NATIVE SPEAKERS

Since native speakers of the TL can act as linguistic


models and since they can provide effective
feedback for the TL learners, it is very
advantegous to have the opportunity to interact
with the native speakers, not only in the
classroom setting, but also outside of it.
It is obvious that those L2 learners having no
extensive access to native speakers of the TL are
supposed to make slower progress, especially in
the oral aspects of language acqusition.
Affective factors
3. AFFECTIVE FACTORS
Affective factors are emotional factors which
influence learning, such as:

1.Self-Esteem
2.Inhibition
3.Risk Taking
4.Anxiety
5.Empathy
3.1. SELF-ESTEEM

Self-esteem refers to a personal


evaluation and judgment of worthiness
that is expressed in the individual's
attitude towards him or herself or his
or her capabilities.

Low motivation, low self-esteem, and


anxiety can lead to a raise in the
affective filter and form a 'mental
block' that hinders comprehensible
input from being employed for
acquisition. (Krashen cited by Schütz,
2007)
3.2. INHIBITION

Inhibition in a person emerges


when he/she attempts to
defend or protect his/her self-
image. If the learner considers
the mistakes he/she makes in
the second language as a
threat to his/her emotional well-
being and self perception, then
acquisition will not take place or
will occur much more slowly.
3.3. RISK TAKING

One of the characteristics


that has been found to exist
in "good" language learners
is the willingness to guess. If
the learner is less inhibited,
he/she is more willing to
take a chance on producing
a "correct" utterance in the
second language.
3.4. ANXIETY

Anxiety is associated with the


feelings of uneasiness, self- doubt,
worry or fear that a person feels
under certain circumstances. A
threatening environment does not
promote language acquisition.
Factors such as an emphasis on
competition between students or
forcing students to produce in the
second language before they are
ready can cause anxiety.
4.5. EMPATHY

Empathy refers to an individual's


ability to put him/herself in the
other's shoes. When a learner is
acquiring a second language, he or
she is also acquiring, in a sense, a
new personality, and a new culture.
It is essential in the language acq.
process to open yourself to new
cultural experiences and adopt
these experiences as your own.
Conclusion

Being successful in second language acquisition depends on many


factors. Age and motivation factors are among the most important ones.
In studies, it has been found that if a learner has a competency in his or
her own language, he or she is more advantageous than those who lacks
competence in his first language. As to motivation, it has been revealed
that motivated students are more successful in second language
acquisition than those who are demotivated. Also, the role the
psychological aspects play in gaining an extra language cannot be
denied.
Thank you 
Quiz
 Write a note on individual (internal)
factors which affect Second Language
Acquisition.
(5 Marks)

 Do you agree with the idea of Critical


Period Hypothesis given by Lenneberg in
1967? Give reasons/examples to justify
your opinion.
(5 Marks)

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