These 5-part short answer questions for TEFL/TESOL undergraduates are based on the lesson Introduction to Language Acquisition and Learning.
Question 1 – Introduction to Language Acquisition and Learning
a. Define language acquisition.
b. Define language learning.
c. Identify two similarities between acquisition and learning.
d. Identify two differences between acquisition and learning.
e. Why is it important for teachers to understand both?
Answer
a.
Language acquisition refers to the subconscious, natural process by which humans develop the ability to understand and use language, typically occurring during early childhood. It involves implicit learning through exposure, interaction, and immersion in a linguistic environment, without explicit instruction or conscious effort.
b.
Language learning is the conscious, deliberate process of gaining knowledge about a language, often in a formal educational setting. It involves explicit instruction, study of grammar rules, vocabulary memorization, and active practice, typically occurring after the critical period for natural acquisition.
c.
- Both processes aim to enable individuals to communicate effectively in a new language.
- Each involves exposure to linguistic input and opportunities for practice, whether through immersion or structured activities.
d.
| Aspect | Language Acquisition | Language Learning |
|---|---|---|
| Process | Subconscious, implicit | Conscious, explicit |
| Typical Context | Naturalistic, informal (e.g., home, community) | Formal, instructional (e.g., classroom) |
e.
Understanding both language acquisition and language learning allows teachers to design effective instruction that balances natural communicative exposure with explicit teaching. This dual awareness helps educators address diverse learner needs, adapt strategies for different ages and backgrounds, and foster environments that support both implicit and explicit language development, ultimately enhancing student outcomes.
Question 2 – Introduction to Language Acquisition and Learning
a. How does unconscious learning relate to acquisition?
b. What are examples of environments that promote acquisition?
c. How does formal instruction differ in learning outcomes?
d. Can acquisition and learning happen simultaneously? Explain.
e. How should this inform TESOL lesson design?
Answer
a.
Unconscious learning is central to language acquisition, as it involves the implicit, subconscious absorption of language patterns without deliberate effort or formal instruction. This process mirrors how children acquire their first language—through natural exposure and interaction—where the brain internalizes complex linguistic regularities without conscious awareness of rules or grammar.
b.
Environments that promote acquisition are typically naturalistic and immersive, such as:
- Home or community settings where the target language is spoken regularly.
- Social interactions and conversations with fluent speakers.
- Media-rich contexts like watching TV shows, listening to music, or engaging with digital content in the target language.
- Situations where learners are exposed to meaningful, contextualized input without explicit grammar instruction, allowing subconscious internalization of language patterns.
c.
Formal instruction emphasizes conscious, explicit learning through grammar explanations, vocabulary drills, and structured practice. While it can accelerate understanding of language rules and facilitate metalinguistic awareness, it often lacks the natural, intuitive fluency gained through unconscious acquisition. Consequently, formal learning may produce learners who know about the language but struggle with spontaneous, fluent communication.
d.
Yes, acquisition and learning can occur simultaneously and complement each other. While acquisition builds intuitive, implicit competence through exposure and interaction, conscious learning develops explicit knowledge of language rules and structures. Effective language development involves both subconscious absorption of input and conscious reflection on language form, enabling learners to notice patterns and apply them intentionally.
e.
TESOL lesson design should integrate both acquisition and learning principles by:
- Providing rich, meaningful input in authentic contexts to foster unconscious acquisition.
- Incorporating opportunities for interaction and communication to simulate natural language use.
- Including explicit instruction and focused tasks to raise learners’ awareness of language forms.
- Balancing stress-free, immersive activities with structured practice to support both fluency and accuracy.
- Designing lessons that encourage noticing and meaningful engagement with language, thus leveraging both implicit and explicit learning pathways for optimal language development.
This integrated approach helps learners develop communicative competence that is both intuitive and informed by conscious understanding.
Question 3 – Introduction to Language Acquisition and Learning
a. What is the role of input in acquisition?
b. How does feedback function in learning?
c. What are the long-term effects of each on language proficiency?
d. Provide one classroom strategy to promote acquisition.
e. Provide one classroom strategy to support learning.
Answer
a.
Input plays a fundamental role in language acquisition as the primary source of linguistic data from which learners subconsciously internalize language structures. According to Krashen’s Input Hypothesis, acquisition occurs when learners are exposed to comprehensible input that is slightly beyond their current proficiency level (i+1), enabling gradual development of linguistic competence. Input must be meaningful, rich, and contextually supported to facilitate natural acquisition without explicit instruction.
b.
Feedback in language learning serves as a conscious corrective mechanism that helps learners notice errors and refine their language use. It can be explicit (direct correction) or implicit (recasts, clarification requests) and functions to raise learners’ awareness of language forms and guide their output toward accuracy. Feedback supports the development of explicit knowledge and helps learners adjust their interlanguage through interaction, thereby enhancing the learning process.
c.
- Input (acquisition): Leads to the development of implicit, automatic, and fluent language use. It fosters naturalistic competence that supports spontaneous communication and intuitive understanding of language patterns.
- Feedback (learning): Enhances explicit knowledge of grammar and forms, contributing to accuracy and conscious control over language use. Over time, this can improve precision and self-monitoring but may not always translate into fluent spontaneous production.
Together, input and feedback contribute to balanced proficiency by supporting both fluency and accuracy.
d.
Use of comprehensible input through storytelling and authentic materials: Teachers can create immersive, context-rich activities such as storytelling, watching videos, or reading authentic texts that contain language slightly above learners’ current level. This engages learners with meaningful content, facilitating subconscious absorption of language structures without overt grammar instruction.
e.
Focused corrective feedback during communicative activities: Teachers can provide timely and specific feedback on learners’ errors during speaking or writing tasks, such as recasts or explicit correction, to raise awareness of language forms. This strategy helps learners consciously notice and correct mistakes, reinforcing explicit knowledge and improving accuracy