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SLA refers to the process through which individuals learn a language other than their first. It involves cognitive, linguistic, and social dimensions that interact dynamically. Understanding SLA helps educators design instruction that aligns with how languages are naturally acquired.

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Nature of Language (based on Gass et al.)

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Nature of Language (based on Gass et al.)

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Language is a system of sounds, words, and rules that people use to communicate. It includes different parts like pronunciation, grammar, and meaning, and it is also influenced by social interaction. Knowing how language works helps teachers focus on both accuracy and communication in class.

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Language is a rule-governed system (phonology, morphology, syntax, semantics, pragmatics).

It is also social and functional which means that is shaped by context and use.

Knowing a language involves both competence (knowledge) and performance (use).

SLA involves acquiring an interlanguage, a dynamic system that evolves toward target-like performance

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There are several theories about how people learn languages. For example, behaviorism focuses on repetition, while the innatist view says humans are born with a language ability. Interactionist theories combine both ideas and highlight the importance of communication and feedback. These theories help teachers understand how to design effective lessons

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SLA research shows that learners need many chances to listen, speak, read, and write in meaningful ways. Teachers can create communicative activities, give feedback, and focus on both form and meaning. Using input-rich and interactive lessons helps learners develop their language naturally.

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Internal Learner Factors in Second Language Acquisition

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Internal Learner Factors in Second Language Acquisition

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When learning a second language, some factors come from inside the learner these are called internal learner factors. They influence how quickly, easily, and successfully someone can learn another language References: Lightbown, P. M., & Spada, N. (2013). How Languages are Learned (4th ed.). Oxford: Oxford University Press.

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This is the learner’s desire or reason to learn the language. Highly motivated learners (for example, those who want to study abroad, get a better job, or communicate with friends) usually put in more effort and achieve better results.

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This refers to a learner’s natural ability to learn languages. Some people can recognize patterns, sounds, and grammar structures more easily than others. While everyone can learn, those with high aptitude often progress faster.

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The age at which a person starts learning a second language also matters. Children often learn pronunciation and fluency more naturally, while older learners may have advantages in learning grammar and vocabulary because of their developed cognitive skills.

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External Learner Factors (Concise Version)

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External Learner Factors (Concise Version)

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External factors are social and environmental influences that affect how a second language is learned.

Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.

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It shapes the kind and amount of input learners receive. Naturalistic contexts provide more authentic exposure, while classrooms offer structured support where teachers can make input comprehensible and highlight key language features.

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Communicative exchanges help learners clarify meaning, receive feedback, and modify their speech, which in turn promotes acquisition.

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It guides learners to notice errors and improve their language use. Constructive and meaning-focused feedback, along with metacognitive guidance, encourages reflection and autonomy.