L2 Learning and Teaching: by FERA ARIANA (A2B018010) BUDIYANSYAH (A2B018005)

L2 learning and
teaching
By
FERA ARIANA (A2B018010)
BUDIYANSYAH (A2B018005)
What exactly does the L2 learner come to
know?
1) A system of knowledge about a second language which
goes well beyond what could possibly have been
taught.
2) Patterns of recurrent elements that comprise

components of L2-specific knowledge: vocabulary
(lexicon), morphology (word structure), phonology
(sound system), syntax (grammar), and discourse
(ways to connect sentences and organize
information).
3) How to encode particular concepts in the L2, including

grammatical notions of time, number of referents,
and the semantic role of elements
4) Pragmatic competence, or knowledge of how to
interpret and convey meaning in contexts of social
interaction.
5) Means for using the L2 in communicative activities:

Listening Speaking, Reading, Writing.
6) How to select among multiple language systems, and

how to switch between languages in particular social
contexts and for Particular purposes.
7) Communicative competence: all of the above plus

social and cultural knowledge required for appropriate
use and interpretation of L2 forms.
How does the learner acquire L2
knowledge?
Innate capacity
Application of prior
knowledge
Processing of
language input
Interaction
Restructuring of the
L2 knowledge
system
Mapping of relationships or
associations between
linguistic functions and forms.
Automatization
 Innate capacity
 The natural ability of people to acquire language.
 Application of prior knowledge
 The initial state of L2 includes knowledge of L1 ( and language in general)

and the processes of SLA includes interpretation of the new language in
terms of that knowledge.
 Processing of language input
 Input is one of the most important elements in the process of second

language acquisition (SLA). As Gass (1997) points out, second language (L2)
learning simply cannot take place without input of some sort.
 Interaction
 Social perspectives generally hold that SLA Benefits from the active
engagement of learners in interaction, Or participation in communicative
even
 Restructuring of the L2 knowledge system
the reorganization of knowledge that takes place in

the central processing stage of Information Processing.
 Mapping of relationships or associations between linguistic
functions and forms.
 basic to SLA, a process that involves correlating

external form and internal function.
 Automatization
 the activation and retrieval of certain elements in

memory whenever appropiate input is perceived.
Why are some learners more successful
than others?
Social context
Social
experience
Relationship of
L1 and L2
Age
Aptitude
Motivation
Instruction
 SOCIAL CONTEXT
Feature of social context which affect
degree of success include :
 The status of L1 and L2
 Boundary and identify factors within and
between L1 and L2 speech communities
 Institutional forces and constraints.
 SOCIAL EXPERIENCE
Quantity and quality
input and interaction
are determined by
social experience, and
both have significance
influence on ultimate
success in L2 learning.
 RELATIONSHIP L1
AND L2
 Not all L2s are equally

easy to acquire for
speakers of particular
L1s.
 Relationships of L1 and
L2 will yield
differential possibilities
for positive transfer of
parameter settings.
 AGE
 Younger learners have brain plasticity,

fewer inhibitions, weaker group identity,
and more years to practice.
 Older learners have an advantage in
learning capacity, in analytic ability, in
pragmatic skills, in greater L1 knowledge,
and in real-world knowledge
 It is possible for older learners to achieve
near-native competence in a L2, but less
likely.
 APTITUDE
 aptitude means an inherent capacity, talent

or ability to do something
 Learners differ in capacity to discriminate
and process auditory input, to identify
patterns and make generalizations, and to
store linguistic elements in memory.
 MOTIVATION
 Integrative motivation: a learner studies a language
because he is interested in the people and culture
of the target language or in order to communicate
with people of another culture who speak it.
 Instrumental motivation: a learner’s goals for
learning the second language are functional and
useful, for example they need the language to get a
better job, to pass tests, to enable him to read
foreign newspaper, etc.
INSTRUCTION
Its quality makes a

difference in formal
contexts of L2 learning.
Implications for L2 Learning and
Teaching:
 Consider the goals that individuals and groups have for learning
an additional language.
 Set priorities for learning/teaching that are compatible with
those goals.
 Approach learning/teaching tasks with an appreciation of the
multiple dimensions that are involved: linguistic, psychological,
and social.
 Understand the potential strengths and limitations of particular
learners and contexts for learning, and make use of them in
adapting learning/teaching procedures.
 Be cautious in subscribing to any instructional approach which is
narrowly focused or dogmatic. There is no one "best" way to learn
or teach a second language. –Recognize achievement in
incremental progress.
Conclusion
 Linguistics perspective has focused primarily on what is learned. There are
some things we need to know before we learn a second language, they are
the system of knowledge of L2, the pattern, How to encode particular
concepts in the L2, the pragmatic competence, means for using the L2 in
communicative activities, how to select among multiple language systems
and the communicative competence.
 Meanwhile, psychological perspective has focused on how this knowledge is
acquired. There are some ways of people to acquire second language. Innate
capacity, Application of prior knowledge, Processing of language input,
interaction in the society, Restructuring of the L2 knowledge system, Mapping
of relationships or associations between linguistic functions and forms, and
Automatization.
 Finally, social perspectives on why some learners are more successful than
others. Social context, social experience, relationship between L1 and L2,
age, aptitude, motivation and interaction are some factors which influence
the second language acquisition.
 We cannot control most of these factors, but recognizing them can
contribute to efficiency and effectiveness in second language development.
As a starting point, our findings about SLA suggest the following general
guidelines for L2 learning and teaching.

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L2 learning and

2) Patterns of recurrent elements that comprise

3) How to encode particular concepts in the L2, including

5) Means for using the L2 in communicative activities:

6) How to select among multiple language systems, and

7) Communicative competence: all of the above plus

 The natural ability of people to acquire language.

 Application of prior knowledge

 The initial state of L2 includes knowledge of L1 ( and language in general)

 Processing of language input

 Input is one of the most important elements in the process of second

the reorganization of knowledge that takes place in

 basic to SLA, a process that involves correlating

 the activation and retrieval of certain elements in

 Not all L2s are equally

 Younger learners have brain plasticity,

 aptitude means an inherent capacity, talent

Its quality makes a

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