It is obvious that second language acquisition is a very inevitable phenomenon in language learning procedure, hence there is a whole library of books dealing with SLA. Contemporary findings (Pléh, 2010) have also showed that LA is one of the most important processes in our life, determining the whole procedure of language learning, not only in the case of second language, but also in the case of our mother tongue. Moreover, the whole process includes memorizing things, conceptualization, connecting cognitive information and eventual accuracy in the use of language. Interestingly enough, contemporary findings have also proved (Deb K. Roy et al., 2002) that first language acquisition begins even before the birth of the child, which means that the adaptation to the new circumstances and verbalcommunication starts in the mother’s uterus. These new researches and our devotion to medical disciplines1 have made us compose an essay on the biological factors of Second Language Acquisition. No doubt, biological and neurobiological factors are very severely important parts of LA procedures, however, they are not really put into the focus of linguistic experts. The reason for this might be traced in several things: there are some (Birnbaum, 1996) who think that biological factors are not so important, since linguistic experts are supposed to be dealing with the technical and mechanical factors of language acquisition (e.g. how we learn the things, what methodology or approaches we need to master the language properly, etc.). Others note (Clark, 1997) that even when biological factors are very determining, linguistics are obliged to stick to the main stream of language acquisition, which is – beyond any questions – not a biological but a psychological factor.However, there are a lot more others who support biological factors and dealing with neurobiology deeply in contemporary writings. These opinions all encouraged us to write an essay onbiological factors, emphasizing that biology and neurobiology are very important in Language Acquisition. Furthermore, in accordance with the new scientific findings and surveys, we were really given the suggestion that there is a great need for dealing and utilizing neurobiology in the frame of linguistics.
Table of Contents
- Introduction
- Second Language Learning and Acquisition
- Theories of second language acquisition
- The Acquisition-Learning Hypothesis
- The Monitor Hypothesis
- The Natural Order Hypothesis
- The Input Hypothesis
- The Affective Filter Hypothesis
- A Final Point on Grammar
- Summary of the theories
- The biology of acquisition: learning and memorizing
- Definition
- Learning our native language
- Second language acquisition and the cerebral functions
- Varieties of Remembering
- Habit memory and language learning
- Recollective (episodic) memory and language learning
- Decoding the language: how do we use the acquired new language?
- Is our brain a computer?
- Left and right hemispheres: does it count in the LL process?
- From seeing, hearing, recognizing and learning the language
- Stages after recognizing
- Problems in SLA, the damage of neurobiological factors
- Definition of aphasia and the types of this disease
- Aphasia and language learning as well as language acquisition
- SLA theories, neurobiological differences in every teaching practice
- Result and findings of our research
Objectives and Key Themes
This essay aims to demonstrate the significant role of neurobiological factors in second language acquisition (SLA), a topic often underemphasized in linguistic studies. It challenges perspectives that downplay the importance of biology in favor of purely linguistic or psychological approaches. The essay explores the interplay between neurobiology and the learning process, examining how brain function, memory, and potential neurological damage impact SLA.
- The neurobiological basis of first and second language acquisition.
- The influence of memory systems (habit memory, recollective memory) on language learning.
- The role of brain hemispheres and cognitive processes in language decoding and use.
- The impact of neurological damage (aphasia) on SLA.
- The integration of neurobiological understanding into SLA theories and teaching practices.
Chapter Summaries
Introduction: This introductory chapter establishes the essay's central argument: that neurobiological factors are crucial to second language acquisition (SLA), despite being often overlooked in linguistic research. It highlights the significance of biological and neurobiological elements in language learning, referencing contemporary studies that show first language acquisition begins prenatally. The author also addresses counterarguments that minimize the importance of biological factors, emphasizing the need for a neurobiological perspective within linguistics, arguing that cognitive processes are fundamentally rooted in neurobiology. The chapter lays the groundwork for the subsequent exploration of specific neurobiological aspects of SLA.
Second Language Learning and Acquisition: This chapter provides a general overview of second language acquisition (SLA) as a significant and pervasive phenomenon in language learning. It emphasizes the crucial role of SLA in shaping the overall process of language learning, not only for second languages but also for the acquisition of the native tongue. The chapter highlights the multifaceted nature of SLA, including memorization, conceptualization, cognitive information processing, and accurate language use. The importance of both native and second language acquisition is underlined, with specific reference to existing research findings in the field, including research that reveals that first language acquisition starts in the mother's womb.
Theories of second language acquisition: This chapter delves into several prominent theories of second language acquisition, including Krashen's Acquisition-Learning, Monitor, Natural Order, Input, and Affective Filter Hypotheses. Each theory is examined in detail, outlining its core tenets and providing a comprehensive summary of the relevant literature. The chapter culminates in a synthesis of these theories, providing a holistic perspective on the theoretical landscape of SLA, offering a concise summary of the key insights presented throughout the chapter.
The biology of acquisition: learning and memorizing: This chapter explores the biological underpinnings of language acquisition, focusing on the intricacies of learning and memorizing. It defines the key concepts and explores how these processes manifest in the acquisition of our native language. It further examines the crucial role of cerebral functions in second language acquisition and the different types of memory involved, such as habit memory and recollective memory, and their respective contributions to language learning. The chapter connects biological mechanisms to the practical aspects of language acquisition, showing how neurobiological processes impact the learning and memorization of a second language.
Decoding the language: how do we use the acquired new language?: This chapter delves into the cognitive and neurological processes involved in using a newly acquired language. It explores the question of whether the brain can be considered a computer, and investigates the roles played by the left and right hemispheres in language learning and processing. The chapter traces the stages of language acquisition, from initial perception (seeing and hearing) to recognition and learning, and further examines the post-recognition stages that allow fluent language use. It provides a nuanced perspective on how the brain processes and utilizes linguistic information acquired during SLA.
Problems in SLA, the damage of neurobiological factors: This chapter examines the challenges and difficulties encountered in SLA resulting from neurobiological factors, particularly focusing on aphasia. It defines aphasia and its various types, meticulously explaining the different forms of aphasia and the specific effects each has on language production and comprehension. The chapter also discusses the connection between aphasia and language learning as well as language acquisition, detailing how neurological damage can significantly impair the ability to learn and acquire languages. It also explores possibilities for therapeutic intervention and recovery.
SLA theories, neurobiological differences in every teaching practice: This chapter discusses how the theoretical understanding of SLA, particularly from a neurobiological perspective, can inform and shape teaching practices. The chapter presents research findings that highlight the neurobiological differences that are evident in teaching methods. It focuses on how a deeper understanding of the neurobiological processes underpinning language learning can improve teaching techniques and maximize learning outcomes for students at all levels of language proficiency. It concludes with an overview of the practical implications for language teaching methodology.
Keywords
Second Language Acquisition (SLA), neurobiology, language learning, memory, brain hemispheres, aphasia, cognitive processes, habit memory, recollective memory, teaching practices.
Frequently Asked Questions: A Comprehensive Guide to Neurobiological Factors in Second Language Acquisition
What is the main focus of this essay on Second Language Acquisition (SLA)?
The essay emphasizes the crucial role of neurobiological factors in second language acquisition (SLA), a topic often under-represented in linguistic studies. It argues that biological and neurobiological elements are vital to understanding language learning, challenging perspectives that prioritize purely linguistic or psychological approaches.
What are the key themes explored in the essay?
The essay explores several key themes, including: the neurobiological basis of first and second language acquisition; the influence of different memory systems (habit and recollective memory) on language learning; the roles of brain hemispheres and cognitive processes in language decoding and use; the impact of neurological damage (aphasia) on SLA; and the integration of neurobiological understanding into SLA theories and teaching practices.
What theories of second language acquisition are discussed?
The essay examines Krashen's five hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. It provides a detailed explanation of each and synthesizes them to offer a holistic understanding of SLA theories.
How does the essay address the biology of language acquisition?
The essay delves into the biological underpinnings of language learning, focusing on the processes of learning and memorizing. It explores how these processes manifest in native language acquisition and examines the role of cerebral functions and different memory types (habit and recollective memory) in second language acquisition.
What is the essay's perspective on the brain's role in language decoding and use?
The essay investigates the cognitive and neurological processes involved in using a newly acquired language. It explores the roles of the left and right brain hemispheres, the stages of language acquisition (from perception to fluent use), and considers whether the brain functions like a computer.
How does the essay address the impact of neurological damage on SLA?
The essay discusses the challenges in SLA caused by neurobiological factors, particularly aphasia. It defines aphasia and its different types, explaining their effects on language production and comprehension, and explores the connection between aphasia and language learning/acquisition.
What are the practical implications of the essay's findings for language teaching?
The essay explores how a neurobiological understanding of SLA can inform and improve teaching practices. It discusses research findings highlighting neurobiological differences in teaching methods and suggests how a deeper understanding of these processes can lead to more effective language teaching techniques.
What are the key takeaways from the chapter summaries?
The chapter summaries provide a concise overview of each chapter's content, highlighting the key arguments and findings. They reinforce the central argument that neurobiological factors are crucial to SLA and show how these factors are interwoven throughout the language learning process, from initial perception to fluent language use and potential challenges posed by neurological conditions like aphasia.
What are the keywords associated with this essay?
Key words associated with the essay include: Second Language Acquisition (SLA), neurobiology, language learning, memory, brain hemispheres, aphasia, cognitive processes, habit memory, recollective memory, and teaching practices.
- Quote paper
- Janos Talaber (Author), 2011, The Neurobiological Factors in Second Language Learning and Acquisition, Munich, GRIN Verlag, https://www.grin.com/document/172998
