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    Bonjour

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    FRANCISCO JAVIER NIETO SILVA
    diferencia entre adquisición y aprendizaje

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    Bonjour

    Uploaded by

    FRANCISCO JAVIER NIETO SILVA
    16 views14 pages
    diferencia entre adquisición y aprendizaje

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    © © All Rights Reserved

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    PDF, TXT or read online from Scribd

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    diferencia entre adquisición y aprendizaje

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    16 views14 pages

    Bonjour

    Uploaded by

    FRANCISCO JAVIER NIETO SILVA
    diferencia entre adquisición y aprendizaje

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 14

    HI!

    Second
    HELLO!
    Language
    Acquisition
    Bonjour

    vs. Foreign
    Language
    Acquisition
    Objective
    To understand the distinctions between
    acquiring a second language (SLA) and a
    foreign language (FLA), focusing on the
    contexts in which each occurs, the
    cognitive and social processes involved,
    and the expected outcomes
    Key Concepts

    Second Language (L2) Acquisition: Foreign Language (FL) Acquisition


    The process of learning a language that is spoken The process of learning a language that is not
    in the immediate environment and used for spoken in the learner's immediate environment and is
    everyday communication, often in a multilingual typically studied in a formal educational setting (e.g.,
    society (e.g., learning Spanish in the United learning French in Japan)
    States)
    Second Language Acquisition (SLA)

    1 Occurs in an environment where the target language is


    spoken natively.
    2 Learners are exposed to the language both in
    and out of formal educational settings.
    3 Social interactions in the target language are
    frequent and necessary for daily life

    Can you think about an example?


    Foreign Language Acquisition (FLA)

    1 Occurs in an environment where the target language is not


    spoken in daily life
    2 Exposure to the language is often limited to the
    classroom or specific language learning setting
    3 Social interaction in the target language is
    limited, typically to structured practice
    sessions

    Can you think about an example?


    INPUT AND EXPOSURE
    SLA
    Rich and continuous input from the
    environment (e.g., media, social
    interactions, daily tasks

    FLA
    Limited and controlled input, often
    through textbooks, language labs, or
    multimedia resources
    Interaction and Communication
    SLA
    Frequent real-life communication,
    leading to natural language use and
    adaptation.

    FLA

    Restricted to classroom activities, role


    plays, and planned conversations.
    Cultural Immersion
    SLA
    Deep immersion in the culture associated
    with the language, influencing pragmatic and
    sociolinguistic competence.

    FLA
    Cultural knowledge is often taught as a
    separate component and lacks the experiential
    depth of SLA.
    Error Correction and Feedback
    SLA
    Feedback is often implicit and comes
    from native speakers during real
    interactions.

    FLA
    Feedback is typically explicit, provided by
    teachers in a structured learning
    environment.
    Outcomes of Acquisition.
    Proficiency Levels
    SLA
    Typically higher proficiency due
    to consistent exposure and need
    for functional use.

    FLA

    Proficiency may be limited,


    especially in speaking and listening
    skills, due to lack of immersion.
    Language Use
    SLA
    Language is used for a wide
    range of functions, from casual
    conversation to academic or
    professional contexts.
    FLA

    Language use is often confined to


    academic or travel-related
    purposes.
    Cultural Competence
    SLA
    Greater cultural competence
    due to direct engagement with
    the target culture.

    FLA
    Cultural competence may be
    theoretical rather than practical,
    focusing on cultural facts rather
    than lived experiences.
    Fossilization
    SLA
    Less likely due to continuous
    exposure and necessity to refine
    language use.

    FLA
    More likely as learners may not
    have the opportunity to correct or
    refine language use over time.

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