Language learning experience of two Vietnamese language adult learners

Cao Thi Hong Phuong

doi:10.30659/e.3.2.101-109

Abstract

In-depth research on Second Language Acquisition (SLA) has shed light on different factors affecting learners� process of learning an additional language (AL). The well-researched factors may include age, inter-linguistic influences, language aptitude, cognition, motivation, and so forth. This case study report compares two adult learners� language learning experiences from social and cognitive SLA perspectives. The key findings reveal that both of the learners mostly relied on three significant factors such as motivation, learners� identity and inter-linguistic influences to acquire the language. From the findings, the paper then suggests some pedagogical implications to maximize the effectiveness of English classroom practices.

Highlights

Second Language Acquisition (SLA) studies have shed light on various factors affecting learners’ process of learning an additional language (AL)
Little research has been done on SLA with adult language learners in EFL contexts (Ross-Feldman, 2003), where learners have few opportunities to communicate with each other beyond classrooms
Three themes emerged including learners’ motivation, learners’ identity and the influence of inter-linguistic features, which will be discussed in the light of relevant SLA literature

Summary

Introduction

Second Language Acquisition (SLA) studies have shed light on various factors affecting learners’ process of learning an additional language (AL). Different well-researched factors may include age, inter-linguistic influences, language aptitude, motivation, learner identity and so forth. Little research has been done on SLA with adult language learners in EFL (foreign language learning) contexts (Ross-Feldman, 2003), where learners have few opportunities to communicate with each other beyond classrooms. As RossFeldman (2003) further stated, the complexities of adult English instruction as a second language (L2) or EFL make research in this domain challenging. Exploring issues of affected factors and tracking learners’ progress are demanding tasks as they are inter related by diverse factors. Understanding about learners’ achievements in light of the research-informed knowledge of SLA can be beneficial to practitioners and learners because the findings may apply to their contexts. This study offers educators and language teachers modest suggestions for more effectiveness of EFL settings

Methods

Results

Conclusion