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Key issues in second language acquisition
SLA as a uniform phenomenon
Second language acquisition (SLA) is a complex process, involving many interrelated factors. SLA is not a uniform and predictable phenomenon. There is no single way in which learners acquire knowledge of a second language (L2). SLA is the product of many factors pertaining to the learner on the one hand and the learning situation on the other. It is important, therefore, to start by recognizing the complexity and diversity that result from the interaction of these two sets of factors. Different learners in different situations learn a L2 in different ways. Nevertheless, although the variability and individuality of language learning need to be emphasized, the study of SLA assumes interest only if it is possible to identify aspects that are relatively stable and hence generalizable, if not to all learners, then, at least, to large group of learners. The term ‘second language acquisition’ is used to refer to these general aspects.
Acquisition vs. learning
Second language acquisition is sometimes contrasted with second language learning on the assumption that these are different processes. The term ‘Acquisition’ is used to refer to picking up a second language through exposure, whereas the term ‘learning’ is used to refer to the conscious study of a second language. To summarize, the term ‘second language acquisition’ refers to the subconscious or conscious processes by which a language other than the mother tongue is learnt in a natural or a tutored setting. It covers the development of phonology, lexis, grammar, and pragmatic knowledge, but has been largely confined to morphosyntax. The process manifests both variable and invariable features. The study of SLA is directed at accounting for the learner’s competence, but in order to do so has set out to investigate empirically how a learner performs when he or she uses a second language. THE GRAMMAR – TRANSLATION METHOD
The (Grammar Translation Method) is a cross lingual technique. It is used in language learning. Grammar is given more importance in this method. Learners understand the grammar rules better. The exercises in this method put the learner into an active problem-solving situation. In the schools, the teachers often follow the traditional method of translation technique. It is an easy way to explain things. Reading and writing are the major focus. Vocabulary selection is based solely on the text used. The words are introduced through bilingual word lists dictionary and memorization. The grammar rules are presented. A list of vocabulary items is presented with their translation meanings. Translation exercises are prescribed. Grammar is taught inductively. Mother tongue is the medium of instruction.
Steps involved in Grammar Translation Method 1. The teacher asks the students to read few lines from the text. He asks them to translate into L1 and he helps them with new words. 2. The teacher answers all their questions in L1 3. The students write the answers for the questions 4. The answers are checked by them. Mistakes are corrected by the teacher. He speaks in L1 5. The students are asked to translate the words listed into their L1. The teacher helps them in synonyms, Antonyms and Meanings for these words. 6. The teacher works the grammar exercises and he presents grammar rules. The students do the exercises and translate the sentences into L1. 7. The students translate the lines from the text into L1. They memorize the read out listed words and frame sentences for the vocabulary items. 8. Students write a composition based on the passage

THE DIRECT METHOD
The salient features of the Direct Method are 1. The use of everyday vocabulary and structures is the object of language teaching. 2. The learner is expected to use the language to the outside situations. 3. Oral skills are developed in this method. (Question-answer session, Interaction exercises and intensive drills). Speech habits are developed by initiation drill. 4. Grammar is taught inductively 5. It focuses on the second language learning in a natural way. 6. Concrete meanings are taught through situational approach. The meaning of a word is not given in L1 & L2. 7. Abstract meanings are taught through association of ideas. 8. Both oral and listening skills are taught. 9. Translation method is avoided. 10. Good pronunciation is aimed at. 11. Writing skill is secondary.
The Direct Method was introduced in France and Germany. In the U.S., it is known as Berlitz Method. The main aim of this method is to help the students to speak the target language (L2) fluently and correctly.
In this method, a short text is presented and difficult words are explained in L2 to the learners. The understanding is tested by questioning and the students learn grammar rules on their own. Question-answer sessions, interaction exercises, intensive classroom drills, dictation, free composition, pronunciation are done in the classroom to develop and strengthen L2

THE BILINGUAL METHOD
Dr.C.J.Dadson developed the Bilingual method. This method needs L1 and L2. The approach begins from Bilingual and becomes monolingual at the end. The teacher uses both mother tongue (L1) and the target language (L2) in the classroom. This may be considered as a combination of the Direct Method and the Grammar Translation Method.
The principles followed in this method are: * Any Foreign Language or Second language can be learned with the help of L1. * Mother tongue is not used as Translation. * Teacher only uses L1 in the class room * Students are not allowed to use their mother tongue. * Sentence is the unit of teaching * L1 is used by the teacher to achieve his communication or explanation. * Teacher gives meanings in L1 for meaningful parts or sentences. * When the students achieve sufficient communicative proficiency, L1 is withdrawn by the teacher.
PROCEDURE / STEPS IN TEACHING 1. First the teacher reads out a dialogue to the class. The students listen to the teacher with their books closed. 2. The students repeat the lines with the teacher with their books opened in the second reading. 3. The teacher gives sentence wise or meaningful parts wise L1 equivalents (meanings) 4. The teacher says each sentence of the dialogue twice with L1 version (meanings)

Audiolingual method
A very different approach, emphasizing the spoken language, became popular in the 1950s.This involves a systematic presentation of the structures of the L2, moving from the simple to the more complex, often in the form of drills which the student had to repeat. New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.
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The Communicative Approach
What is communicative competence? * Communicative competence is the progressive acquisition of the ability to use a language to achieve one's communicative purpose. * Communicative competence involves the negotiation of meaning between meaning between two or more persons sharing the same symbolic system. * Communicative competence applies to both spoken and written language. * Communicative competence is context specific based on the situation, the role of the participants and the appropriate choices of register and style. For example: The variation of language used by persons in different jobs or professions can be either formal or informal. The use of jargon or slang may or may not be appropriate. * Communicative competence represents a shift in focus from the grammatical to the communicative properties of the language; i.e. the functions of language and the process of discourse. * Communicative competence requires the mastery of the production and comprehension of communicative acts or speech acts that are relevant to the needs of the L2 learner.
Characteristics of the Communicative Classroom * The classroom is devoted primarily to activities that foster acquisition of L2. Learning activities involving practice and drill are assigned as homework. * The instructor does not correct speech errors directly. * Students are allowed to respond in the target language, their native language, or a mixture of the two. * The focus of all learning and speaking activities is on the interchange of a message that the acquirer understands and wishes to transmit, i.e. meaningful communication. * The students receive comprehensible input in a low-anxiety environment and are personally involved in class activities. Comprehensible input has the following major components: a. a context b. gestures and other body language cues c. a message to be comprehended d. a knowledge of the meaning of key lexical items in the utterance

Stages of language acquisition in the communicative approach
1. Comprehension or pre-production a. Total physical response b. Answer with names--objects, students, pictures
2. Early speech production a. Yes-no questions b. Either-or questions c. Single/two-word answers d. Open-ended questions e. Open dialogs f. Interviews
3. Speech emerges a. Games and recreational activities b. Content activities c. Humanistic-affective activities d. Information-problem-solving activities