Case Study Report on Second Language Acquisition: An Analysis

This case study report examines the second language acquisition (SLA) journey of Abhineet Surya, an Indian businessman learning English in Australia. It investigates his background, motivation, and the influence of his first language. The study utilizes the Strategy Inventory for Language Learning (SILL) to analyze his learning strategies, revealing a preference for cognitive strategies. The report explores SLA theories, particularly Stephen Krashen's input hypothesis, and analyzes the role of foreign language anxiety. Data collection involved a quantitative approach using a SILL questionnaire. The report provides a learner profile, demographic information, and background details to understand Abhineet's learning context. It connects findings with SLA theories and concludes with recommendations for second language instruction.

Running head: CASE STUDY REPORT ON SECOND LANGUAGE ACQUISITION
CASE STUDY REPORT ON SECOND LANGUAGE ACQUISITION
Name of the Learner
Name of the University
Author note

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CASE STUDY REPORT ON SECOND LANGUAGE ACQUISITION
Executive summary
The chief aim of the case study report was to understand the Second Language Learning
skills of Abhineet Surya, an Indian businessperson who came to Australia on spouse visa.
The report presented an analysis of the theories associated with second language acquisition
and learning by non-English speakers. In addition, the report also provided an overall
analysis of the questionnaire findings conducted with the use of Strategy Inventory for
Language Learning (SILL). The findings indicated that the learner uses cognitive strategy
more than other strategies to acquire the English language. The report concluded with an
overall summary of the case study and future recommendations for teachers to teach second
language to non-English speakers have also been included.

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Table of Contents
1. Aim..............................................................................................................................................
1.1. Data collection method.........................................................................................................
2. Learner Profile.............................................................................................................................
2.1. Learner Demographics..........................................................................................................
2.2 Learner Background..............................................................................................................
3. Second language learning............................................................................................................
4. Conclusion...................................................................................................................................
5. References:................................................................................................................................

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1. Aim
The study aims to explore the various elements of Second Language Learning or
Acquisition by learner hailing from non-English speaking backgrounds. The report will
provide an analysis of the case study conducted on a Second Language Learner named
Abhineet Surya, an ESL learner from India. The case study presented in this report deals with
the subject’s socio-cultural background, his first language acquisition through early
education, the motivational factors amongst others. The report also incorporates the factors
that influence the subject’s personality. It is important to note that the methods by which the
subject acquired knowledge about his first language have an invariable influence on his
ability to attain second language learning. As the subject comes from an Asian country, it is
important to analyze the methods of language acquisition in that part and the factors that
influence learning. The report further aims to explain the method of data collection that was
used to understand the learning background of the subject. The primary data collection
method under which comes the quantitative method of questionnaire and survey was used as
the data collection method to identify the language learning skills and needs of the subject.
The questionnaire, that is the Strategy Inventory for Language Learning (SILL) had five
options from which the subject had to choose. The report aims to analyze the results of the
questionnaire in order to understand the capacity of and level to which the subject is able to
understand and acquire the second language. Prior to that, the report will explore the beliefs
about SILL and its impact on second language learning. The report then aims to include the
subject’s profile that involves his demographics and learning background. The learner profile
includes the learner’s name, his age, gender and ethnicity. The learning background includes
the learner’s first language learning background including his early year’s education. After
elaborating on the learner’s profile, the report will then present the results of the SILL and
explain the processes and theories involved in second language learning. The report also aims

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to link the findings with the theories of second language learning put forward by different
educators and theorists. The primary theorist whose theories will be explained is Stephen
Krashen and his input hypothesis theory on Second Language Acquisition. The views of
scholars who analyzed Krashen’s theory will also be included in this section to understand
the credibility and relevance of his theory. The report further aims to comprehend the
subject’s current situation and progress on Second Language Acquisition by evaluating the
Foreign Language Anxiety. At first, the term will be explained in detail and then link it to the
subject in concern.
1.1. Data collection method
Data collection methods are used for collecting information from credible sources to
find relevant information in order to provide answers to the case study problem. It involves
testing the hypothesis and analyzes the outcomes. In this case, however, the author does not
state the hypothesis but it is already present within the case study. Two methods of data
collection are there – primary data collection method and secondary data collection method.
The primary data collection method if further divided into quantitative data collection method
and qualitative data collection method. Under the quantitative data collection method, data is
collected through questionnaires that have close-ended questions, correlation and regression
methods, mean, median and mode methods amongst others. Quantitative methods incur least
financial strain on the researcher and these can be carried out within short durations as
compared to qualitative methods. In addition, quantitative methods include a high level of
consistency thus making it easier to compare findings. Qualitative data collection method on
the other hand, does not involve numerical statistics or any questionnaires or survey forms. It
is mostly based on understanding the intangible elements that include words, sound,
emotions, feelings and colours and so on. Qualitative method mostly aims to achieve greater

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level of depth of understanding and thus includes questionnaires having open-ended
questions, focus groups, role-playing, case studies and observation amongst others.
To meet the objective of the report, quantitative data collection method has been used
in which a close-ended questionnaire was given to the learner. The questionnaire has been
prepared with the help of the SILL tool. The Strategy Inventory for Second Language
Learning is an effective tool developed by Oxford for the teachers who teach second
language learners. With the effective use of this tool, teachers can properly evaluate the
particular strategies of language learning that are used by the learners in learning a language
that is not their first language. Zaker (2015) explains that SILL has two versions – Version
5.0 and Version 7.0. Version 5.0 is employed by learners with native English background to
learn English while learners with non-English background use version 7.0.
In this report, version 7.0 has been used because the learner belongs to non-English
speaking background. This version of SILL includes five responses from the learner:
1. Never or almost never true of me
2. Usually not true of me
3. Somewhat true of me
4. Usually true of me
5. Always or almost always true of me
The learner was required to tick on any one of the five responses. Fifty questions were
asked in total that were divided into five parts namely Part A, B, C, D, E and F. All the
questions were reflective in nature allowing the learner to understand the need of the
questions. There is another version of SILL meant for teachers that is conducted in order to
understand the teacher’s views on Second Language Learning. For the teachers, the SILL tool
included five responses as well for the teacher is done using the Likert Scale (Seker, 2016).

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The Likert Scale consists of variables like strongly disagree, disagree, agree, and strongly
agree.
2. Learner Profile
2.1. Learner Demographics
Demographic refers to the quantifiable characteristics of any population or individual.
In context to Student demographic, it is the characteristics and a brief background of the
student such as information related to his gender, age, ethnicity etc. Below is presented a
brief demographic of Abhineet Surya.
 Student Name - Abhineet Surya
 Occupation – Business Man Duration - 2014 to current
 Others - learning English as a second language Duration - 2005 to current
Family Information
 Home Address - F- 442, Rajinder Nagar, New Delhi- 59
 Age - 26
 Gender - Male
 Date of Birth - 30 july 1992
 Marital Status - Married
If yes, name - Mrs. Pramila Surya
 Social Security Number - 721-07-4426
 Place of Birth
City - New Delhi
State - Delhi
Country - India
 Ethnicity - Indian
 Guardianship - Both parents
1st parent/ Guardian name - Mr. Anil Surya

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 Address - F- 442, Rajinder Nagar, New Delhi- 59
 Contact number - 9564219875
Home - 0338085
Mobile number - 9563258457
Work - -
2nd parent/ Guardian name - Mrs. Anita Surya
 Address - F- 442, Rajinder Nagar, New Delhi- 59
 Contact number - 9315478569
Home - 0338085
Mobile number - 9315478569
Work - -
Education History
Primary School - Kendriya Vidyalaya Sangathan
Dates attended from - 2000 (grade 3) To - 2007
Secondary School - Kendriya Vidyalaya Sangathan
Dates attended from- 2000 (grade 3) To - 2007
Higher secondary school -Delhi Public School
Dates attended from - 2007 (grade 3) To - 2009
University - Rajiv Gandhi University
2.2 Learner Background
For successfully modifying and creating differentiated instructions, every teachers
should have sufficient understanding of each of their students along with ample of

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information regarding their backgrounds. For obtaining a better understanding of the
background of the student, teachers also need support from the parents and the
administrations. Having with the support of the parents, staffs and the administrations allows
the teachers for successfully gaining an understanding of each of the student’s background.
For example, in many of the schools, the schools there hold a Back to School Night, which
allows the teachers of those schools to present the methods and curriculum in order to
circulate the curriculum to the students’ parents. When teachers get to develop a better
understanding of the learning styles of the students such as their backgrounds and interests,
they could create instructions and assessments accordingly. There is a high need of knowing
about the background of the students. Hence, being a teacher, it is necessary to associate and
collaborate with the student’s vertically and horizontally and this simply means that the
teacher need to communicate with the previous as well as future teachers of the students,
along with any teachers who they see all through the day. They should therefore obtain about
the background information of each of the students from their previous teachers and should
also discuss all their knowledge of this student with their future teachers. It would in turn
allow or permit for a professional learning community in order to be established, where the
teachers could gain ideas and experience from each other about their teacher.
The learner comes from an Asian ethnic background as he lives in India. The learner,
Abhineet Surya, has been learning English as a second language since 2005 when he was in
the eighth standard. Despite being involved in second language learning for a long time,
Abhineet has not been able to master the speaking and reading skills required for an English
learner. He came to Australia on a spouse visa to meet his wife. An Indian businessman,
Abhineet had the chance to deal with English speaking people but he did not have the ability
to communicate freely with them. Therefore, Abhineet made up his mind to learn the second
language. In India, English does not receive much exposure because Hindi is the official and

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the most spoken language (Osipov, Prasikova & Volinsky, 2015). Apart from that, India has
more than thirty other language spoken in the country (Steever, 2015). It was difficult for
Abhineet, coming from such a diverse background, to concentrate on his English learning
skills. However, he was aware of the importance of learning the language as he had aims to
come to Australia and expand his business. His wife motivated Abhineet further by
encouraging him to join language-learning classes in Australia meant specifically for adults.
It needs mentioning that English as Second language learners in Australia may be identified
in several categories one of which is adult language learning (Bailey, 1983). Abhineet is an
adult and hence he has taken admission in adult language learning.
Language learning, as Horwitz (1985) puts it, is a complex journey that takes the
learner into a new world where is opportune to witness cultures that are different from his
own culture. However, adult learning could also sometimes be an uncomfortable space to be
in because learning a different language at this age requires motivation of the highest level
(Gooch, Saito & Lyster, 2016). Learner’s background also holds immense importance in
adult language learning. It is important to learn about the learner before imparting him the
knowledge of English language. In this case, the adult is Abhineet who has had is early
education and higher studies in his home country India. He has been visiting Australia for
meeting his wife and business purposes and has faced difficulties in the country owing to his
inability to speak in English correctly. Owning a business, Abhineet has immense experience
in dealing with people but he has had little confidence while interacting with Australian
people and even had to face discrimination because of his English speaking inability (Boese
& Phillips, 2017). The reason behind the discrimination is Abhineet’s ethnicity that makes
him distinctive from other Australians. Grainger (1997) while putting his views on adult
language learning and ethnicity as a variable, states that little research has been done on this
variable throughout the literature on language learning. While conducting the study on

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Japanese language learners, the author found that hardly any study conducted previously has
put much focus on language learning strategies for Japanese learners. In other such studies, it
has been found that the learner’s background is largely ignored by the language teachers
while imparting second language education.
In Abhineet’s case, it has been seen that his ethnic and educational background has
marked difference from the one in Australia. Further, the cultural dimensions of the both the
countries indicate that Australia is a nation where people focus more on individualism than
on collectivism and they have a moderate level of acceptance for people who are stranger to
their culture. Indians on the other hand, are more accepting towards uncertain things and
hence are welcoming to strangers ("Country Comparison - Hofstede Insights", 2018). This
difference further helps in understanding Abhineet’s background. In Australia, he is finding it
difficult to adjust to the strange behavior of the people at work. It is but imperative to state
that Australia has introduced numerous language learning systems that allow non-English
speakers to learn and grown in a congenial environment (Paiva & Braga, 2008). The
government has introduced several departments that look after the learning requirements of
the immigrants, tourists and non-English speaking native people as well.
3. Second language learning
Second language learning is a responsive process where the learning of any other
language than the first Language or L1 takes place. It is often confused by multilingualism
and bilingualism and it has to take place after the first language has already acquired. (August
& Shanahan, 2017) has stated that the second language learning can also be referred to as the
third, fourth or fifth language that any learner is learning at present. There is a notable
difference in between the first and the second language learning. The first language learning
refers to the language that is learned by the students since the time they are born and it

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commonly known as the language of their parents and the caregivers. On the other hand, the
second language learning refers to the language that a student learns after he acquires his first
language learning.
According to Douglas H. Brown, culture is the context in which man exist, feel, feel and
relate to the others. Culture governs the behavior in groups and makes people aware to
matters of the status and help them know what the others are expecting from them along with
a sense of responsibility. Man have a need for culture in order to achieve certain
psychological and biological needs. Since culture is a part of every human being, when they
receive a second language, they also receive a second culture as well, until and unless the
acquisition is instrumental in nature. There are presence of some vital aspects of relationship
in between the learning of second language and the cultural context of it. In an educational
environment, both the learner as well as the educator of a second language need to understand
the cultural differences. The concept of stereotyping generally involves some kind of attitude
toward the language or the culture in question. (Spencer, 2013) also carried out an
examination on the importance of attitude in second language learning. He said that attitude
is referred to an aspect of the process of development of cognition and the affect in the
human beings. He defined that motivation is a construct that is made up of specific attitudes
and therefore, it is very important to define the term attitude and the motivation learner have
toward the culture of language he is learning. It is clear that the language learners are
benefitted only from the positive attitudes and negative attitude might lead to decrease the
level of motivation in them and hence, will they will be unsuccessful in attaining proficiency.
The educators could aid in dispelling the things that are often myths about the other cultures
and then replace them with a good and accurate understanding of the other culture as one
which is different from the one’s own, but still to be valued and respected. Therefore, the
learners would develop a want for understanding and empathizing with others and would lead