Internal processing in Second Language Acquisition (SLA)
Internal mechanisms
Every human possesses what we called domain-general learning mechanism. i.e. Domain-general learning mechanisms refer to cognitive processes that are not specific to any one subject or area of knowledge but instead apply across various contexts and domains. These mechanisms are essential for understanding how we learn and adapt to new information in diverse situations, including foreign language acquisition. These mechanisms allow us to learn a variety of complex mental tasks such as reading, solving problems, playing chess and so forth.
*Internal processing in Second Language Acquisition (SLA) refers to the cognitive and psychological mechanisms that learners use to acquire a new language. This involves several key components:
1. Input Processing: Learners must notice and interpret language input, which includes understanding vocabulary, grammar, and context. Krashen’s Input Hypothesis suggests that comprehensible input is crucial for language learning.
According to Krashen's Input Hypothesis, learners progress in their language abilities when they are exposed to input that is slightly above their current level, often referred to as "i+1." This means that learners should engage with vocabulary and grammar structures that are challenging yet understandable, allowing them to make connections and gradually develop their skills.
The Influential Factors Acting on Second Language Acquisition
The reasons for difficulties in SLA are multifarious, and the factors that have obvious effects on SLA not only come from the new language itself- but also are provided by the language environment where students used to stay and the students’ personal linguistic awareness.
The Influence of First Language on Second Language Acquisition
According to Krashen, the first language plays an important role in SLA, and this phenomenon is called first language “interference”
· The first language is developed in the speakers’ native linguistic circumstances.
· Speakers usually develop their first language at an early age which is also supposed to be the only language they can perceive when they start to master the skill of expressing themselves.
· In contrast, the second language is often acquired based on their first language system without the linguistic environment of the target language, as a result, the first language plays an important role in the SLA.
· To a certain degree, the differences between the systems of first and second languages affect the outcome of SLA. If the first language and second language have fewer differences in the system, it will be easier for learners to adapt to the new language and vice versa. However, in most cases, the differences among languages are big, when learners study a second language with a distinct known linguistic system, they get more opportunities to make mistakes.
2. Interlanguage Development: Learners create an interlanguage, which is a transitional system that combines elements from both their native language and the target language. This system evolves as learners receive feedback and adjust their language use.
*Indeed, interlanguage is a crucial concept in second language acquisition. It represents the dynamic and evolving state of a learner's language as they navigate between their native language and the target language. This transitional system includes features from both languages, and it often reflects the learner's current understanding and the rules they've constructed based on their exposure and practice.
3. Noticing and Awareness: For effective learning, learners need to notice specific language features in input. This involves awareness of language forms, structures, and meanings, which can be enhanced through explicit instruction or focused practice.
· This process can be significantly enhanced through explicit instruction, where teachers highlight particular language forms or rules. Activities like focused practice, where learners engage in tasks specifically designed to draw their attention to certain features, can also be very beneficial. For instance, highlighting irregular verbs in a reading passage or practicing sentence structures in speaking activities helps learners become more aware of these elements.
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· The act of noticing helps learners make connections between the language they hear or read and their own language use. It can lead to deeper processing, which in turn fosters retention and more accurate production of the language. Ultimately, increasing learners’ awareness of language features equips them with the tools to navigate the complexities of the target language more effectively.
4. Output and Production: Engaging in language production (speaking or writing) allows learners to practice and test their interlanguage. Swain's Output Hypothesis emphasizes that producing language helps consolidate learning and highlight gaps in knowledge.