Have you ever wondered why do some people seem to pick up a new language easily, while others struggle even after years of study? To answer this, we need to explore the difference between language acquisition and language learning. Understanding these concepts helps teachers create better lessons, and learners develop better strategies.
What is Language Acquisition?
Language acquisition is the natural, unconscious process of gaining a language. It usually happens in childhood and does not involve formal study. Imagine a baby named Mira who grows up in Sri Lanka. She hears Sinhala all around her—at home, on TV, and from her family. She listens, imitates, and slowly starts speaking. No one teaches her grammar rules like subject-verb agreement, yet she forms correct sentences. This is language acquisition.
What is Language Learning?
Language learning, on the other hand, is a conscious process. It usually happens later in life and involves studying grammar rules, memorizing vocabulary, doing homework, and practicing skills in a classroom setting.
Now imagine Ravi, a 25-year-old who joins a French class. He learns how to conjugate verbs, understands sentence structure, practices writing paragraphs, and listens to audio recordings. He is learning French through structured study.
Key Differences Between Language Acquisition and Language Learning
| Aspect | Language Acquisition | Language Learning |
|---|---|---|
| Age | Usually early childhood | Any age |
| Environment | Natural, immersive environment | Classroom or formal setting |
| Focus | Communication and understanding | Grammar, vocabulary, reading and writing |
| Awareness | Subconscious | Conscious |
| Examples | Learning to speak one’s mother tongue | Studying English at school |
Why Is Language Acquisition and Learning Important in Teaching English?
Teachers often teach in environments where students are learning English as a second language (L2), not acquiring it naturally. Understanding the difference helps teachers plan better lessons. They can create a balance between:
- Communicative activities (more like acquisition)
- Grammar and vocabulary instruction (more like learning)
Language Acquisition and Learning: Ahmed’s Experience (An Example)
Ahmed moved from Egypt to Canada at age 6. He learned Arabic at home and started learning English at school.
By speaking with friends, watching cartoons, and playing games, he acquired fluency in English quickly.
However, in high school, he struggled with academic writing. He needed language learning to understand essay structures and formal vocabulary.
Activities
Activity 1: Language Acquisition or Language Learning?
Read the situations. Decide if they are examples of acquisition (A) or learning (L):
- Mei watches English cartoons and starts using new words at home.
- Karim memorizes 30 irregular verbs for a quiz.
- Sofia plays online games in English and starts understanding more.
- Lakmal writes an essay and checks grammar rules while writing.
Activity 2: Reflect and Share
Talk to a partner or write short answers:
- What languages have you acquired or learned?
- Which method (acquisition or learning) worked best for you?
- Do you think adults can acquire a second language like children do?
Activity 3: Teacher’s Task
Imagine you are a teacher in an ESL classroom. You have 30 minutes to teach simple past tense.
Plan two activities:
One that supports language acquisition (e.g., natural use or communication)
One that supports language learning (e.g., grammar-focused)
Understanding the difference between acquisition and learning helps both teachers and learners. While children acquire language through immersion and use, older learners often need to learn language through study and practice. But both methods can work together! In the TEFL classroom, the best lessons include grammar support, real-life communication, and enjoyable practice.
By the way, “How did you learn English? Was it mostly through learning, acquisition, or both? What helped you most?”
Academic Resources on Language Acquisition and Learning
For further study and deeper understanding of language acquisition and learning—especially in the context of TEFL—consider the following academic resources:
Key Books
- How Languages are Learned by Patsy Lightbown & Nina Spada
A widely recommended text that explores major theories and research in first and second language acquisition, with practical implications for classroom teaching. - The Foundations of Teaching English as a Foreign Language by Paul Lennon
This introductory textbook covers theoretical foundations, methods, and practices of TEFL, including second language acquisition research and EFL teaching methodology. - Introduction to TESOL: Becoming a Language Teaching Professional
This book provides an overview of English as a Second/Foreign Language teaching, language acquisition theories, and instructional practices, making it suitable for those new to the field. - Second Language Acquisition and Second Language Learning by Stephen D. Krashen
A foundational work discussing the distinction between language acquisition and learning, and the implications for classroom practice.
Scholarly Articles and Journals
- Studies in Second Language Acquisition (Cambridge Core)
A peer-reviewed journal dedicated to research on the acquisition and use of non-native languages, including empirical and theoretical studies. - “Language Acquisition and Language Learning: Developing the System of External and Internal Perspectives” by Jeļena Zaščerinska
This paper analyzes the synergy between language acquisition and language learning, offering theoretical models and practical insights. - Frontiers in Psychology: “Exploring the Role of English as a Foreign Language Receptive Skills and Learning Strategy Usage…”
This research article examines the relationship between EFL skills, learning strategies, and knowledge acquisition/application in higher education.
Reference Guides and Databases
- Library Guides: Linguistics: Language Learning and Teaching (University of Washington Libraries)
Offers curated lists of books, articles, and databases for research on language learning and teaching, including task-based language teaching and second language writing. - ERIC (Education Resources Information Center)
A comprehensive database of education-related literature, including thousands of articles on language teaching, second language instruction, and learning.
Additional Recommended Reading
- Handbook of Second and Foreign Language Writing (Manchón & Matsuda, eds.)
An authoritative reference on theory and research in second and foreign language writing. - The Routledge Handbook of Instructed Second Language Acquisition (Loewen & Sato, eds.)
A collection of state-of-the-art papers on instructed second language acquisition, linking research and classroom practice.
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