Acquisition of Spanish as a Second Language

Contributors: Paula Rastrero-Pulido and Edurne Orce Franco | Reviewer: Anna Mendoza

Overview of the study

In this theoretical study, Sanz analyzes the investigation of the acquisition of Spanish as a second language (L2), focusing on four main topics: input, practice, studying abroad, and the individual differences of the students.

Theoretical proposal

The way we learn an L2 is different from the way we learn our first language, due to the context in which the L2 is learned, the individual characteristics of the students, and how the brain works. Nowadays, the field of SLA is very interested in the linguistic knowledge of a language, separated into implicit (unconscious) and explicit (conscious) knowledge. Regarding the input (receiving information from the L2) researchers are interested in how it can be converted into information acquired by the students. Even if all researchers think that input is crucial to learning an L2, there is disagreement on the type and amount of input that is more effective. Likewise, researchers disagree on the best type of instruction: explicit or implicit. As for practice, it still needs to be studied enough to draw valid conclusions. In regards to studying abroad it does not seem to have a positive impact on the students, although it varies depending on the initial competence of the students, type of accommodation, duration of the immersion, and individual differences. Lastly, individual differences (such as age, gender, motivation, memory…) play an important role in the acquisition process, although they are not easy to analyze.

Research

Until 2000, research was mainly focused on linguistic comprehension and production. However, more and more researchers employ more sophisticated techniques and more diverse resources to obtain more reliable results, such as task-based activities in which students produce certain linguistic forms that appear problematic. In this case, teachers will react and correct the errors that are problematic and hinder communication with brief explanations, through pedagogical reactive interventions.

Practical implications and significance of the study

Investigations nowadays overcome the reductionist approaches by considering psychological theories that help understand languages and language acquisition as a human, and therefore complex process. Due to the democratization of technology, new methodologies such as MRI scans are becoming more accessible to researchers, which will turn into a more intensive knowledge of how the process of acquisition works. Not only new technologies are appearing but also new demographic samples (with bilingual students, for instance) which will allow the scientific community to have a deeper understanding of language acquisition, which all in all will shed more light on this complex field of study.

Original Text:
Sanz, C. (2016). Adquisición del Español Como Segunda Lengua: Investigación. In Gutiérrez-Rexach, J. (ed.) Enciclopedia de Lingüística Hispánica (pp. 242–52). Routledge. https://doi.org/10.4324/9781315713441-95

Cite this summary:
Rastrero-Pulido, P. & Orce Franco, E. (2024, November 21). Acquisition of Spanish as a Second Language. Multiʻōlelo. https://multiolelo.com/?p=3915