1. Comparing and contrasting first and second language acquisition
Catalina Ruiz — Jorge Villalobos

2. Understanding Second Language Acquisition
First language acquisition is studied in order to have a better understanding of SLA.
Teachers should draw conclusions from FLA,
to teach in a better way a second language.

3. Myths concerning FLA and SLA
Repetition is the best method for learning
Learning an L2 through imitation
Practice of sounds and then, practice of sentences
Follow the order: Listen, then speak
Natural order of language: Listening, speaking, reading and writing
Learners should be able to learn a language without translation
Grammatical conceptualization is unnecessary.

4. Types of comparison and contrast of learners
First and second language acquisition in children, holding age constant
Second language acquisition in children and adults, holding L2 constant
First language acquisition in children and second language acquisition in adults

5. The Critical Period Hypothesis
Biologically determined period in which language can be acquired more easily. Once the period is over, the difficulty for acquiring increases quite a lot.
Initially, the theory was only considered for FLA
In SLA, it has to do with the accent present in L2
Is it possible to be a successful user of L2?

6. Neurological considerations
Lateralization: The division of the brain in two hemispheres.
It is a slow process.
Can determine if a person have an accent or not in L2
Right hemisphere’s participation on language acquistion

7. Psychomotor considerations
Coordination of speech muscles
Effort in muscular control
Accent is not everything

8. Cognitive considerations
Development of human cognition
Piaget’s concrete/formal stage
Awareness in younger learners
Dominance of the left hemisphere

9. Affective considerations
Factors such as empathy, self-esteem, extroversion, inhibition, imitation, anxiety, etc.
Egocentricity influencing language acquisition
Language ego: self-identity linked with language
Children’s dynamic ego in contrast with adults’ safety.
Development of a “second identity”
Positive/negative attitude towards the language
Peers pressure

10. Linguistic considerations
Mental flexibility in children
Adults L2 acquisition is hard to follow

11. Issues in First Language Acquisition
What they imply for second language learning.
Competence and performance
-Bad performance on a given day or context does not mean lack of competence.
-When learning a second language, there is a certain amount of pressure or anxiety that is not present when acquiring first language.

12. Comprehension and Production
Production is to be able to produce, while Comprehension is whether we understand what we are saying or not.
Nature or Nurture?
It is not necessarily true that whenever a person gets to puberty, they immediately lose their ability to learn a second language.
Children and adults seem to have the same ability, no matter the age.
If there appear to be a problem during the process of learning a second language, it might be caused by a variable different from lack of ability.

13. Universals
Most characteristics of language learning are not universal, they do not apply to every learner.
When studying a second language, it is possible though to find common mistakes, processes, etc., that most learners face.
Systematicity and Variability
Language learnt as a system, learning rules, applying them and sometimes generalizing or overgeneralizing.
Second language learning variables such as cultural, contextual, cognitive or affective, sometimes are not applicable to first language learning situations.

14. Language and Thought
Language shapes thinking; thinking shapes language.
Second language learner has to sort out new meanings, distinguishing thoughts and concepts that are similar in both languages but are not the same.
Teacher needs to be aware of cultural patterns that may interfere learning.
Imitation
Children are great imitators, but adults might not do it unless they are told to.
Learners should not worry more about meaning or more about structure.

15. Practice
Repeating a structure many times v/s Using it in a natural context
Input
In second language learning, parental input is replaced by teacher input.
Input is important either when acquiring a first language or when learning a second one. Meaningful use of language.
Discourse
We have only begun to scratch the surface of possibilities of second language discourse analysis.

16. In the classroom: The Audiolingual Method
Direct Method
Students of a language in Europe did not have to travel far to get to practice their skills.
Grammar Translation Method.
Once WWI started, Americans needed to look for a quick way to become orally proficient in certain languages.
The U.S. military came out with Army Specialized Training Program (ASPT) or Army Method.

17. Pronunciation, pattern drills and and conversation practice, with virtually no grammar or translation found in classes.
The proven success of the method caused it to spread to formal education.
It became known as Audiolingual Method in the 1950s.
ALM was firmly grounded to linguistic and psychological theory.

18. Characteristics of ALM
New material is presented in dialog form.
Successful responses are immediately reinforced.
Dependence on mimicry, memorization of phrases and overlearning.
Great effort to make students produce error-free utterances.
Structures are sequenced by means of contrastive analysis and taught one at a time.
Manipulation of language.
Structural patterns are taught by using repetitive drills.
Little or no grammar.
Vocabulary is limited and learnt in context.
Tapes, language labs and visual aids.
Importance to pronunciation.
Very little use of mother tongue.

19. ALM was used for a long time and even nowadays there are adaptations of it.
Wilga Rivers (1964): criticized the method, since it could not each long-term communicative proficiency.
With this method it was discovered that language is not really acquired through purely habit and that errors are not necessarily to be avoided.
Those mistakes made with the overuse of Audiolingual Method were learnt and people moved on.

20. Debate
When do you think it’s easier for a person to learn second language? As a child, or as an adult? Why?
Regarding the critical period hypotheses, do you think it’s still important nowadays to get a native- like accent? How would you, as a future teacher, deal with the accent issue in an EFL class?