Talking About Second Language Acquisition by Karim Sadeghi

Author:Karim Sadeghi
Language: eng
Format: epub, pdf
ISBN: 9783030997588
Publisher: Springer International Publishing

Section III: Current and Future Trends in SLA

In the rest of the interview, I will focus on current issues and debates in SLA. To begin with, how do you define ‘second language acquisition’; how significant are the terms ‘second’ and ‘acquisition’ as key words used to tag the field?

The recent surge of interest in the acquisition of third languages draws attention to the fact that the term ‘second language’ is perhaps a bit problematic, in that the so-called second language learners may actually be learning a third or even a fourth language. I’m not sure how and whether this terminological problem should be resolved—perhaps by agreeing to use the term ‘second language’ to refer to any non-native language or perhaps any language acquired after age four. That will work itself out in time, I believe.

The term ‘acquisition’ is another matter since it is often used for linguistic development that takes place naturalistically, without the need for instruction or written materials. In contrast, most adult second language learners are exposed to instruction at some point or another, perhaps even as a matter of necessity. Then, there’s the role of literacy—children learn language without ever seeing a single written word, but how many adults can segment the sentences of a foreign language into their component words without the assistance of writing?

So we really have to ask whether L2 development in adolescents and adults deserves to be called ‘acquisition’ rather than something else—perhaps ‘assisted learning’, for example.

For now at least, I think it’s important not to get bogged down in debates over terminology and to remain focused on (a) the particular operations that have to be mastered in order to speak and understand a language, (b) the particular conditions under which those operations can be internalized, and (c) the extent to which at least certain factors relevant to development are the same for all types of language learning.

What is for you the single most important factor affecting the acquisition of a second language? What are some of the other less important factors, and why do you think the factor you named as the answer to the first part of the question is of paramount importance?

As noted in some of my earlier remarks, I believe that processing considerations play a crucial role both in shaping the properties of language and in determining their developmental trajectory. But there is an important side issue that needs to be noted here, which is that operations may be subject to a ‘tax’ once learners reach a certain point in their lives. Maturation, aptitude, attitude, working memory capacity, and exposure to a previous language may all add a layer of cost that toddlers do not have to contend with. That in turn could have a major effect on the outcome of attempts to learn a second language.

Moreover, one can’t help but note that factors such as motivation and aptitude are entirely irrelevant for young children. There have never been reports of a healthy two-year-old who was not motivated to learn whatever language he or she is exposed to.

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