UNIVERSIDAD CATLICA DE LA SANTSIMA CONCEPCIN

FACULTAD DE EDUCACIN
PEDAGOGA EN EDUCACION MEDIA EN INGLES
________________________________________________________
LEARNING AND ADQUISITION OF ENGLISH
First and Se!nd "an#$a#e A%$isiti!n&
Students name: Tamar Muoz Vizcarra.
Alison Vidal Sagredo.
Teacher: Roxana Correa Prez.
C!ne'i(n )*
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S$--ar23 In this reaction aer! "e are going to exlain the rocess o# ac$uired a Second
%anguage according to &ation '())*+ and Coo, '-.(.+.
/e ,no" that the ac$uisition o# a language is a characteristic #rom the human 0eings. The
rincial authors mentioned the #irst and second language ac$uisition 0ut in di##erent time
a0out our li#e. Coo, '-.(.+ "rites a0out language and ho" "e learn! 0ut in all asect li,e
erson indi1iduall2 and the erson in interaction "ith the communit2. 3n the other side!
&ation '())*+ mentioned the same toic 0ut in a seci#ic context 4in the classroom5.
Peole ha1e to ,no" that "e are not a 0ad 1ersion o# nati1e sea,ers. /e are %- users6 the
di##erence is that "e learn the second language 0ut "ith other ronunciation! intonation!
and cororal mo1ement.
According to Coo, '()78+! there are three rincial techni$ues to ac$uire the second
language6 natural data! controlled data and introsection data. 9asicall2! natural data is all
the ,no"ledge that children ,no"! re1ious exeriences! etc. Controlled data is a0out
imitation! the %- users "ant to ac$uire the ,no"ledge #rom the 4teacher5 0ut in the same
"a2 that it is the erson. The last one is introsection data! that exose #eelings and
emotions #rom the l- users and the2 can remem0er all their memories that hel their
learning. &ation '())*+ exosed di##erent ideas ho" to teach and "hat are the techni$ues to
learn in the classroom! most o# them tal,s a0out create a sace "here the learners can #eel
con#idence to as, dou0ts or ans"ered some $uestions! 0ecause %( is learned in a natural
en1ironment in comarison to %-.
E4a"$ati!n3 The relationshi 0et"een %( and %- is essential. It can de#ine the nature o#
second language ac$uisition! 0ut the ro0lem #or S%A is ho" the re:existing language
'%(+ a##ects the %- user;s mind and the interaction "ith the communit2.
The tas, o# S%A hel us to exlain "h2 ac$uired %- is more di##icult in comarison to
ac$uired the %(6 <"h2! in general! adults #ail to achie1e #ull nati1e: sea,er cometence;
'=elix! ()7*! (>>+. An %( child can learn a language in a short eriod o# time! in
comarison to an %- learner that needs more time. It exlains ho" success#ul learners o# %(
to %- are.
The main di##erence 0et"een adults and children at moment o# ac$uired an %- is that
<Adults are more li,el2 to 0e learning in #ormal classrooms that are less conduci1e #or
natural ac$uisition; '?rashen! ()7@+. It means that in a natural en1ironment o# %-! adults do
not #eel com#orta0le or con#idence to exeriment "hat the2 ,no". In this case! children are
not shame and the2 do not #eel #ear to exeriment em0arrassing situations. It could hel
children to ac$uire a language #aster than adults! 0ut it does not mean that adults cannot
ac$uire a ne" language. The children;s s2stems language is indeendent on its o"n.
The second language ac$uisition is ossi0le 0ut not eas2! "e ha1e to understand that
children a0out > to * 2ears old are going to learn #aster than an adult 0ecause the a0ilit2 o#
their 0rain is di##erent! 0ut all the learning is in our mind and "e need socialization to ma,e
this comleted.
The main idea o# Coo, '-.(.+ is that %- users success "ill ne1er 0e the same as nati1e
sea,ers. The ac$uisition is di##erent in man2 asects! #or examle the things that the2 do
"ith language are di##erent! the2 interact "ith di##erent eole and %- users are more a0le
to exeriment code: s"itching "ith the language. /e ha1e to understand #or Code:
s"itching the a0ilit2 to mo1e #rom %( to %- in certain situations. That is an issue that nati1e
sea,ers cannot do and is learners or sea,ers choice. The concet o# interlanguage also
a##ects the rocess o# ac$uired a ne" language. Selin,er '()*-+ de#ines <interlanguage;
h2othesis as <the existence o# a searate linguistic s2stem;.
Coo, '-.(.+ argued that i# "e exect that %- ,no"ledge can 0e the same o# a monolingual
sea,er6 "e are going to 0e disaointed! it is something that "ill ne1er haen "ith and
%- user. A nati1e sea,er has the chance to interact e1er2da2 in a natural en1ironment! 0ut
%- users Aust ac$uired a language in an unreal en1ironment. The2 do not ha1e the chance to
exeriment "hat the2 are learning or ac$uiring.
As %- learners! "e ha1e more ad1antages in comarison to %( learners6 it is that %- users
ha1e more language a"areness.
Re,erenes3
Coo,! V.B. '()78+! CDxerimental aroaches alied to t"o areas o# second
language learning research: age and listening:0ased teaching
methodsC! in V.B. Coo, 'ed.+ Experimental Approaches to
Second Language Learning! 3x#ord: Pergamon! -E:E* 3nline
Coo,! V. '-.(.+. Relationshi 9et"een =irst and Second %anguage Ac$uisition Re1isited.
In D. Macaro 'Dd.+! The Continuum Comparison to Second Language
Acquisition. '. (E*:(@*+. -.(./e0 1ersion.
=elix! S. '()7*+! Cognition and Language Growth! Fordrecht: =oris
?rashen! S. '()7@+! The Input Hypothesis: Issues and Implications &e" Gor,:
%ongman
&ation! P. '())*+. %( and %- Hse in the Classroom: A S2stematic Aroach. In TDS%
Reorter.': ():-*+.
Selin,er! %. '()*-+! <Interlanguage;! International !e"iew o# Applied
Linguistics I! E! -.):-E(