Ontology & Knowledge Base: SLA Terminology

Core SLA Concepts

Acquisition

The subconscious process of developing language ability through natural exposure and meaningful interaction. Contrasts with learning, which is conscious study of language rules.

Interlanguage

The learner's developing language system—neither the native language nor the target language, but a unique system in between. Interlanguage evolves as learners receive input and feedback.

Fossilization

The process by which learners' interlanguage plateaus and fails to progress toward native-like competence despite continued exposure and practice. Fossilized features become permanent parts of the learner's language system.

Comprehensible Input

Language input that is understandable to the learner and slightly beyond their current proficiency level (i+1). Essential for language acquisition according to Krashen's Input Hypothesis.

Output

Language produced by the learner through speaking or writing. According to Swain's Output Hypothesis, producing language drives acquisition by forcing learners to process language deeply and test hypotheses.

Noticing

Conscious awareness of a gap between the learner's interlanguage and the target language. Noticing is proposed as a necessary condition for learning, especially for complex grammatical structures.

Intake

The portion of input that the learner actually processes and uses for learning. Not all input becomes intake; learners must attend to and process input for it to contribute to acquisition.

Affective Filter

Emotional factors that influence language acquisition. High anxiety, low motivation, and negative attitudes create a psychological barrier (high filter) to language input. Supportive environments lower the filter.

Learning Conditions and Contexts

Naturalistic Acquisition

Language learning that occurs through exposure and interaction in natural environments without formal instruction. Common for immigrants and people living in target language communities.

Instructed Learning

Language learning that occurs in formal classroom settings with explicit instruction, structured curricula, and planned activities. Typically more efficient for adults but may not develop native-like pronunciation.

Immersion

Educational contexts where the target language is used as the medium of instruction for academic content. Provides abundant comprehensible input and meaningful interaction.

Focus-on-Form

Instructional approach that draws learners' attention to language form within meaningful communicative contexts. Contrasts with focus-on-forms (isolated grammar instruction) and focus-on-meaning (no explicit attention to form).

Task-Based Language Teaching (TBLT)

Instructional approach where learners complete meaningful tasks using the target language. Tasks are designed to elicit language use while focusing on meaning rather than form.

Learner Variables

Age

A learner variable affecting acquisition. Children typically acquire native-like pronunciation more easily, but adults can achieve high overall proficiency through focused effort.

Aptitude

Natural ability for language learning. While some learners have greater aptitude, aptitude can be developed through effective strategies and practice.

Motivation

The driving force behind language learning. Integrative motivation (desire to integrate into target language community) and instrumental motivation (learning for practical purposes) both facilitate acquisition.

Language Anxiety

Apprehension or nervousness associated with language learning or use. High anxiety impedes acquisition; supportive environments reduce anxiety and facilitate learning.

Learning Strategies

Conscious techniques learners employ to facilitate language learning. Effective strategies include seeking input, practicing output, monitoring progress, and using mnemonic devices.

Learning Styles

Individual preferences for how learners process information (visual, auditory, kinesthetic). While learning styles influence comfort, research suggests that varied instructional approaches benefit all learners.

Linguistic Concepts

Transfer

The influence of the native language on second language acquisition. Positive transfer facilitates learning; negative transfer (interference) creates errors.

Overgeneralization

Learner error resulting from applying a rule too broadly. For example, "goed" instead of "went" represents overgeneralization of the regular past tense rule.

Lexical Chunks

Multi-word units that learners acquire and use as single units. Common chunks include phrases like "how are you" and "I don't know." Chunks facilitate fluent speech.

Formulaic Sequences

Fixed or semi-fixed sequences of words that are frequently used together. Examples include "nice to meet you" and "what's your name." Learners often acquire these before understanding individual components.

Automaticity

The ability to use language without conscious attention. Automaticity develops through repeated, meaningful practice and is essential for fluent communication.

Accuracy

Correctness of language form. While important, accuracy alone does not ensure communicative ability; fluency and appropriateness are equally important.

Fluency

The ability to produce language smoothly and at a natural pace. Fluency develops through extensive practice and automaticity of frequently used structures.

Assessment Concepts

Communicative Competence

The ability to use language appropriately and effectively in real-world contexts. Includes linguistic competence (knowledge of grammar and vocabulary), sociolinguistic competence (appropriateness), discourse competence (coherence), and strategic competence (ability to manage communication).

Proficiency

Overall ability in a language, typically measured on scales like CEFR (A1-C2) or ACTFL (Novice-Superior). Proficiency encompasses listening, reading, speaking, and writing abilities.

Validity

In assessment, the degree to which a test measures what it claims to measure. A valid test of speaking ability actually measures speaking, not just grammar knowledge.

Reliability

In assessment, the consistency of measurement. A reliable test produces similar results across different administrations and raters.

Theoretical Frameworks

Monitor Model (Krashen)

Theory proposing that acquisition and learning are distinct processes, with acquisition being primary. The monitor (conscious learning) can edit output but cannot initiate it.

Interaction Hypothesis (Long)

Theory proposing that interaction facilitates acquisition by drawing learners' attention to gaps between their interlanguage and the target language through negotiation of meaning.

Output Hypothesis (Swain)

Theory proposing that producing language drives acquisition by forcing learners to process language deeply, test hypotheses, and receive feedback.

Sociocultural Theory (Vygotsky)

Framework emphasizing the social and cultural contexts of learning. Language learning is mediated by interaction with more proficient speakers and cultural tools.

Usage-Based Approaches

Framework proposing that language structure emerges from patterns in language use. Learners acquire language by recognizing and internalizing patterns in input.

Exploring Further

This knowledge base provides foundational terminology for understanding SLA. For deeper exploration: