CHAPTER VI

LANGUAGE ACQUISITION AND LINGUISTIC ENVIRONMENT

INTRODUCTION
Language acquisition is a dynamic process through which individuals acquire
the ability to understand and produce language. This chapter explores the multifaceted
journey of language acquisition, encompassing both first language acquisition (FLA)
and second language acquisition (SLA). By delving into influential theories and factors
that shape these processes, this chapter aims to deepen understanding of how
languages are learned naturally and how second language are acquired.

By the end of this chapter, the students should be able to:

a) understand the distinction between first language acquisition (FLA) and second
language acquisition (SLA);
b) comprehend the similarities and differences between the key hypotheses of First
Language Acquisition and the Key Theories of Second Language Acquisition; and
c) explain Stephen Krashen's Monitor Model of Second Language Acquisition.

LEARNING CONTENT

TOPIC I: Language Acquisition

● Language acquisition is the process by which humans acquire the ability to
comprehend and produce language, either as their first or second (third etc.)
language.
● Language acquisition refers to the learning and development of a person's
language. The learning of a native or first language is called First Language
Acquisition, and of a second foreign language, Second Language Acquisition.
(Richards Jack C. John Platt and Heidi Platt, 2000)
● The term "acquisition" is often referred to as "learning" because the latter term is
sometimes linked to a behaviorist learning theory.
 ● First Language Acquisition involves the natural, unconscious process of picking
up a native language during early childhood.

Key hypotheses include:

a) Innateness Hypothesis: Proposed by Noam Chomsky, this hypothesis suggests
that humans are born with an inherent ability to acquire language, called the Language
Acquisition Device (LAD).
b) Critical Period Hypothesis: This theory posits that there is a critical window is early
childhood during which language acquisition occurs most easily and beyond which
language learning becomes significantly more difficult
c) Stages of Development: Children typically pass through a series of stages from
cooing and babbling to single words and two-word phrases, eventually developing
complex sentences.

Second Language Acquisition

Second Language Acquisition (SLA) is the process of learning, another language
besides one's native tongue.
Key Theories in Second Language Acquisition:
a) Behaviorist Theory: Emphasizes imitation, practice, reinforcement, and habit
formation. B.F. Skinner was a key proponent of this view.
b) Innatist Theory: Chomsky's theories suggest that humans have an innate
capacity for language learning that extends beyond the first language.
c) Interactionist Theory: Highlights the importance of interaction and social
context in language learning, emphasizing meaningful communication and social
interaction.

TOPIC II: Stephen Krashen's Theory of Second Language Acquisition

Stephen Krashen (University of Southern California) is an expert in the field of
linguistics, specializing in theories of language acquisition and development.
● Language acquisition does not require extensive use of conscious grammatical
rules, and does not require tedious drills.
 ● Acquisition requires meaningful interaction in the target language-natural
communication-in which speakers are concerned not with the form of their
utterances but with the messages they are conveying and understanding.

5 Central Hypotheses:
1. The acquisition/ learning hypothesis. It claims that there are two ways of
developing competence in L2:
Acquisition. The subconscious process that results from informal, natural
communication between people where language is a means, not a focus nor an end in
itself.
Learning. The conscious process of knowing about language and being able to talk
about it.
2. The natural order hypothesis. It suggests that grammatical structures are acquired
in a predictable order for both children and adults.
3. The monitor hypothesis. It claims that conscious learning of grammatical rules has
an extremely limited function in language performances as a monitor or editor that
checks output.
4. The input hypothesis. Krashen proposes that when learners are exposed to
grammatical features a little beyond their current level, those features are acquired.
5. The affective filter hypothesis. Filter consists of attitude of language, motivation,
self-confidence and anxiety.

TOPIC III: Linguistic Environment

With the linguistic environment, we mean the amount and nature of linguistic
exposure, the parent's educational level, their beliefs and concerns related to the child's
linguistic development, and the cultures the child was frequently exposed to. The
linguistic environment refers to the surrounding conditions and influences that shape an
individual's language development. It is the environmental setting for studying language.
Factors Affecting the Linguistic Environment
1. Amount and nature of linguistic exposure
This refers to how much and what kind of language a person is exposed to on
a daily basis. For instance, a child growing up in a bilingual household where both
parents speak different languages will have exposure to two languages from an early
age.
2. Parent's educational level
The educational background of caregivers can influence the richness and
complexity of language interactions in the home environment. Parents with higher levels
of education may engage in more sophisticated language interactions with their
children, exposing them to a wider vocabulary and more complex grammatical
structures.
3. Beliefs and concerns related to the child's linguistic development
Parents' beliefs and attitudes toward language learning, can impact their
interactions with their children. For example, some parents may place a strong
emphasis on academic achievement and believe that early exposure to reading and
writing is crucial for a child's future success, while others may prioritize oral
communication skills and encourage conversations in the home.
4. Cultural influences
The cultural context in which a child is raised can shape their language
development in significant ways. For instance, cultural practices such as storytelling or
religious rituals may involve specific language patterns or vocabulary that are unique to
a particular culture.

Example of Linguistic Environment:

Imagine a child, Maria, growing up in a multicultural environment in a large city.
Her mother is a university professor who speaks English, while her father is a
businessman who speaks Spanish. Maria's parents believe strongly in the importance of
bilingualism and encourage her to speak both languages fluently. They read to her in
both English and Spanish, expose her to diverse cultural activities, and engage her in
conversations about the world around her. Additionally, Maria's parents come from
different cultural backgrounds, so she is exposed to a variety of traditions and customs
from both sides of her family. As a result, Maria's linguistic environment is rich and
diverse, fostering her development of bilingualism and an appreciation for different
cultures.

Effects of Linguistic Environment in Society

1. Facilitation of Language Acquisition
The children are often exposed to different languages and speak different
languages. They not only acquire their first language but also can acquire a foreign
language.
2. Exposure and Immersion
They receive a lot of exposure. They hear the language in use and pick up
expressions they need. And they have many opportunities to speak and experiment with
the language. Their interlocutors do not expect them to be perfect, and will often support
them by suggesting words and phrases.

Effects of Linguistic Environment on Language Acquisition

The effect of the linguistic environment on language acquisition is that, without an
environment, we can't learn or acquire language because it is one of the major affecting
variables in language acquisition. It provides some motivational factors which help in
language learning such as practice with native speakers, language classroom settings,
mentors and colleagues.

The Linguistic Environment in the Classroom

Today, in language schools all over the world, the largest group of students
consists of people who have studied English at school but feel they know nothing and
want to start again. Many Chinese school learners (specifically non-English majors)
have failed to learn English in much the same way. Although many of them pass their
examinations successfully. they find they cannot cope in conversation with a fluent
speaker.
 One reason why this happens is that much of their exposure consists of written
language at the sentence level: they are used to reading textbook exercises and
hearing carefully scripted dialogues. Many have been exposed to little real spoken
interaction other than instruction-focused teacher talk. We can say therefore that some
people learn a language naturally without classroom instruction. On the other hand,
many people do not learn one in spite of being taught.
This is not to say that classroom instruction is useless; indeed, there is evidence
to suggest that instruction does help. But language lessons on their own bring no
guarantee for success. Formal instruction is rarely a sufficient condition for learning a
language.

Pedagogical Implications
Teachers should be aware not simply of what's out there in the linguistic
environment, but how learners process that data and live and experience that
environment.
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