Theories of Second Language Acquisition - Essay Example

Theories of Second Language Acquisition The growing influence of globalization has brought different people and culture into one region and through cultural assimilation, language is shared and learned. Among the many models of second language acquisition (SLA), the Universal Grammar Model and the Psycholinguistic Model are most notable. Universal Grammar Model Universal Grammar (UG) Model is a theory of language development as much as it is a theory of language acquisition (Caroll 720). Similarly, it is a theory of competence in grammar as it explores the nature of representing grammar and the possible constraints experienced in the process of acquiring grammar. Universal Grammar is about the compatibility of the diversity between existing grammar and of the constraints and restrictions of the parameters involved in acquiring grammar structures of particular languages. In all likelihood, Universal Grammar Model believes that grammar is defined and is limited by human experience and the innate abilities of humans. The ability of an individual to understand a language and construct contextually correct sentence structures depend on the knowledge of a particular language which in turn depends on a finite number of principles required to create grammatically correct sentence structures (Thomas 211). It is important to note that Universal Grammar does not equate intellect with language acquisition. According to UG, the acquisition of first language depends on the input received by the learner and his ability to process this input and create grammatically correct language structures. UG puts inventory on the possible grammatical features that an individual can use based on his genetic blueprint and on the influences he derives from his immediate environment (White 29). But there seems to be a mismatch between the inputs received by the learner with the outputs he can construct. This observation is also true for second language learning. But does the precepts of deep knowledge on how the context of how target language imply ease in acquiring the language? UG offers a shift in parameter for second language acquisition establishing parameters based on vocabulary (or lexicon) for second language learners as opposed to parameters based on the contextual meaning of the language outputs. The most notable thing about the Universal Grammar Model is it places language and language acquisition on the context of human biology. Because humans, although highly capable, have limitations on various aspects, absolute acquisition of a second language at any predetermined period or speed is impossible. The human mind and experience can only store as much information. Consequently, an individual can only store as much grammar, construct as much vocabulary, and speak only with as much fluency. In order for individuals to learn a language, he has to conform to the set of rules set out for language acquisition. Psycholinguistic Model Psycholinguistics aim to fuse psychology in the understanding of the mechanism that allow humans to acquire, process, and polish language .Unlike UG that focuses on the competence of the learners to acquire language based mostly on his ability to conform to the grammatical parameters involved, Psycholinguistic Model focuses on the process involved in language acquisition and the performance of an individual in grasping the language. In the most general sense, this Model aims to understand how the brain operates and acquires language as it is certain that the learner has full control of the acquisition of the language (Schwartz & Sprouse 42). Psycholinguistic model believes that the environment has no direct influence in learning a language and thus it is discounted from the picture. This theory is collective in a sense that it attempts to look at how language is acquired by learners from the linguistic, psychological, and pedagogical perspectives although much of the approach has changed since Chomsky came up with the Universal Grammar Model. In other words, this Model believes that learning languages does not depend on the environment but rather on the individual’s capacity to learn. There are various theories and principles involved in language learning and acquisition from a psycholinguistic approach. Two of them are information processing and connectionism. According to the information processing approach, learning a language is similar to doing a complicated task where complex structures are broken down into simpler ones and then taken as a whole to derive a generic meaning of what is being solved. This is called restructuring and reorganization. But the ability of the learner to learn language is limited on the attention he gives to the learning process. That is to say that the more focused he is in learning the language, the more likely he is to learn that language. However the level of focus (or effort) employed in learning the language declines as the learner becomes more adept of language. The transition from a highly focused learning to a less focused learning is known as controlled processing to automatisation. The second view on language learning is connectionism which analogizes the brain with a computer. As the brain process daily information, it is able to derive logical patterns for language through various inputs from that language until such time that generic patterns are established. By associating words with the contextual meaning, learning a language occurs. Comparison and Contrast Language learning and language acquisition is a complex process. A single model could not fully explain the extent of how individuals learn and acquire language. However, there are models that best fit some of the situations, even though these models would surely fail in getting into the heart of understanding language learning. In the case of UG and psycholinguistic models, both models are good because they are able to give strong representation on how language is learned and acquired. Although both are good, the manner of representation of the processes involved in learning new language is limited and constrained. For one thing, UG looks at language acquisition as a function of input and outputs, neglecting in part the internal processes involved in such learning. While UG has become more accepted nowadays, the lack of strong anatomical and psychological foundations makes it less favorable compared to other models of SL. The psycholinguistic model is more agreeable to the universal grammar model in many ways, particularly on the focus of psycholinguistic to the cognitive processes involved in learning and acquiring language. By observing the neuropsychological processes in play in learning the language, one gets closer to understanding what makes individuals learn and acquire language. However, the inability of the psycholinguistic model to take into consideration external contributing factors such as the environment, the culture, and the degree of external interaction experienced by the learners makes the analysis supplied by this model less accurate. Thus said, the models are only as good as what they aim to represent. It does not mean, though, that both models are incorrect. As was mentioned, language acquisition and learning are complex processes and simplistic models such as UG and psycholinguistics could not give justice to this complexity. References Caroll, S. (1996). Parameter-setting in Second Language Acquisition: Explanans and Explanandum. Behavioural and Brain Sciences. 19: 720-721 Schwartz, B. & Sprouse, R. (1996). L2 Cognitive States and the Full Transfer/Full Access Model. Second Language Research. 12: 40-72. Thomas, M. (1991). Universal Grammar and the Interpretation of Reflexives in Second Language. Language. 67: 211. White, L. (1985). Is there a Logical Problem of Second Language Acquisition? TESL Canada. 2: 29. Read More