Second Language Acquisition (SLA) Theory and Practical Applications

This report delves into the aspects of second language acquisition (SLA), focusing on the application of SLA theory and teaching practices. It begins with an introduction to SLA and the interactional theory, emphasizing the role of input, interaction, and output in language learning. The report then examines current empirical research, including studies on task-based instruction, communicative competence, and gamification in language learning. It proposes various classroom applications, such as information gap activities, and the use of educational platforms like Edmodo and Class Dojo to enhance student engagement and behavior management. The benefits of these applications are discussed, highlighting their positive impact on grammar, communication skills, and overall student outcomes. The report concludes by emphasizing the importance of integrating theory and practice to create effective language learning environments.

Running head: SOCIOLOGY
Second language acquisition
Subject:

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Table of Contents
Introduction......................................................................................................................................2
Theory..............................................................................................................................................2
Current empirical research...............................................................................................................3
Study 1.........................................................................................................................................3
Study 2.........................................................................................................................................4
Study 3.........................................................................................................................................4
Proposed applications......................................................................................................................5
Benefit from this practice................................................................................................................6
Evaluation of the benefits of this practice.......................................................................................7
Conclusion.......................................................................................................................................8
References........................................................................................................................................9
Appendices....................................................................................................................................11

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Introduction
The fundamental objective of the paper is to discuss the aspects of second language learning
acquisition (SLA) based on the application of SLA theory as well as teaching practice. SLA is
determined to be the learning process of different languages apart from the native language.
Language acquisition means obtaining the language by little or no formal learning or training. It
can be obtained any time soon after a child develops language skills. The second language can be
introduced by the speakers or through different curriculums held at school. Thus, it helps a
learner to write, speak, and understand another language fluently. Therefore, the paper will be
based on the aspect of input, interaction, or output of SLA. It will also discuss the theory
associated with the interaction. The paper will also focus upon the applications that can be used
as a classroom activity in the future.
Theory
The interactional theory is determined to be a learning theory that possesses a considerable
influence on language teaching. It is a social view of language acquisition that emphasizes the
nature of the interaction that takes place among others and a language learner. It examines the
fact of how such communication serves second language acquisition (Antón-Méndez, Ellis,
Coventry, Byrne & Van Daal, 2015). Both Task-Based teaching and communicative language
teaching reflects upon the process of learning. However, interaction helps in facilitating language
learning in several ways. The theory of language learning possesses an interactive process where
communication could be achieved among a proficient language user and second language user if
the proficient user alters the difficulty of the language used by them. If the input is too complex
or difficult, then it may result in the breakdown of communication. Thus, while interacting with
the learners with limited proficiency in the English language, eventually the speakers will change
their input (Bitchener, 2016). The input will be changed by giving stress on keywords,
elaborating and paraphrasing, using simpler grammatical structures, repeating key components,
using a slower rate of speech, avoiding idioms, adjusting the topic and using known vocabulary.
In this way, the input appropriately facilitates both learning and understanding.
The theory states that to facilitate comprehension, the following strategies could be used:

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 The negotiation meaning could be identified through multiple turns or exchanges instead of a
single exchange
 A speaker may facilitate expressions or words of other needs
 An individual may ask questions to clarify the thoughts of others
Such type of interaction helps in facilitating language acquisition for both long-term and short-
term improvements in grammatical efficiency.
According to the theory, a learner is required to manage the communication process to overcome
communication difficulties and succeed in interacting with others despite various limitations in
language proficiency. The characteristic of communication among the second language learner
and native speakers is determined to be the modification of the native-speakers language to
provide comprehension (Mustafa, Masnan, Alias & Radzi, 2017). People often use
communication strategies when they interact with learners who possess a limited level of
efficiency in the second language. This form of communication is known as foreigner talk,
caretaker talk, and teacher talk. For example, communication between a young child and parent.
When a learner communicates with an individual, who is more proficient language user, the
input the proficient user helps the learner to extend their language resources. Moreover, repeated
interaction provides opportunities for learners to use communicative tactics.
Current empirical research
Study 1
The crossroads of English language learners, task-based instruction, and 3D multi-user
virtual learning in Second Life
This particular study describes the task-based instruction that may capitalize on the unique
characteristics of the second language and explore beyond traditional classroom-based settings. It
enhances real-world learning and teaching in 3D. According to Chen, (2016), the implications
for organizing task-based research along with learning in a second language and language
learning are the used of culture-related and real-world tasks, utilization of simulated tasks,
technological factors, ideal language class size, and second language as an ideal environment for
language instruction. All these aspects may carry out pedagogical implications for institutions,
educators, and education that helps in maximizing the paradigm of 3D virtual learning.

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The study reveals the fact that three categories are required to be fulfilled to implement the
aspect of tasks and technology. Moreover, it can be seen that actual tasks are not only determined
to be artificial activities or exercises converted to a digital platform. However, educators and
teachers must be aware of such implications that put an impact on the development of knowledge
in language learning and education. As stated by Marshall, (2015), the task-based instructions
facilitate authentic interaction among the teachers and learners. As a result, at the time of task-
based interaction, sense of belonging, learning autonomy, and reinforce involvement improves
language acquisition by providing real-world task delivery and synchronous multimodality.
Study 2
Communicative Competence
The study demonstrates pedagogical implications that states the wider acceptance of interactive
features that focuses upon the commitment to respond to the complex issues. It needs to be
focused upon the teacher’s education to make sure that teachers gain the communicative
competence to serve learners with required spontaneous interaction. As per Savignon, (2018), the
classroom activities rely upon a teacher's preparation, opportunities for language contact, length,
and nature of instructional sequence along with learner age. Based on the interactive experiences
and needs, the learners are required to focus on grammar as grammar plays a significant role.
According to the research wherever, social interaction occurs the communication based on
human language takes both written and oral forms and advances in one or more languages. Based
on the implications, it also states the fact that curriculum innovation is enhanced with the
engagement of classroom activities and the development of local materials. Most of the time, the
terms used to demonstrate the characteristics of communicative teaching involves discovery-
oriented, inductive-oriented, process-oriented, interactive, and task-based. In the words of Polio,
(2017), the major challenge in adapting the communicative approach is the practices, training,
and attitudes of classroom teachers. Therefore, the resources are made available to individuals
who require language teaching to fulfill the communicative requirements in the global
community. Specific- instructional rituals and long-term professional beliefs and values reflect
on the teaching process of the teachers.
Study 3
Using Gamification to Enhance Second Language Learning

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The study demonstrates a significant aspect of Gamification for the education-related implication
that focuses on educational objectives. As stated by Flores, (2015), for the learner, such
educational implications or objectives is considered to be a challenge to move from one stage to
another. However, by the end, the challenge becomes a significant part of the learning outcome.
To effectively plan fluency levels and language learning experience, gamification based on task-
based interaction provides alternatives for L2 educators. With the help of language approach, the
learners become more motivated and engaged. The study states the fact that Gamification is
determined to be an interactive tool that can be used for setting the standards of the higher
classroom and complete formative assessment.
According to the study, simulation refers to a self-contained kind of environment where
interaction plays a significant role for the learners to practice knowledge and skills. As
mentioned by Bush, (2015), Gamification enhances social interaction among the learner and
teacher. However, within the study, the researchers were highly interested in the cognitive and
affective variable where emotions can be impacted by instructional approaches. All of these
perspectives create implications for practicing in L2 learning with the help of Gamification.
Gamifying L2 classroom enhances the learning of speaking, reading and writing, and interaction.
Therefore, it becomes essential for teachers to understand classroom techniques, methods, and
approaches.
Proposed applications
In the future, while teaching in the classroom, I will be using the few of the teaching
applications, especially for the target learners based on the studies mentioned above. However, in
the classroom setting the types and quantity of interaction can be substituted through different
means and tasks that lead to different aspects of interaction (Suzuki, 2017). The teaching
applications that I would implement within the classroom are as follows:
Within the classroom, I would like to implement an information gap application to enhance
student interactions. This particular application helps in transferring given information from one
person to another (Hsu, 2018). While executing this activity, I would make the students utilize
language for real communication. I will organize an oral class for the students that will give
more importance to the real use of language and possess more interaction. On the other hand, I
will also take grammar class activity that gives fewer chances of utilizing language for real

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communication and involves less interaction. To carry out this activity successfully, I need to
understand the subject matter and characteristics of the students. Furthermore, with the help of
power point presentation (PPT), I will show students useful keywords and different ways to
avoid a grammatical error.
On the other hand, as a teacher, I would also like to use Edmodo application which is an
educational website that implements the concepts of social network and makes it relevant to the
students within the classroom. Through Edmodo, I will grade work and assign work to the
students. I will use the poll feature and quiz builder of the application to assess the learning
outcome of the student’s. With the help of this application, I will conduct role-playing activities
to identify their strengths and weaknesses. It enables a teacher to enhance the digital citizenship
skills of the students that would be beneficial in the future (Gast, 2017).
Moreover, I will also use class Dojo application for managing student behavior. Through the use
of this application, every student will have a complete profile that possesses their characteristics,
and based on that the teacher will provide negative and positive points. To operate this
application, I will make use of a tablet or computer and award a point to alert the students. The
information based on this application will be recorded to the profiles of the students (Hartshorne,
Tenenbaum & Pinker, 2018). As a result, throughout the year, this information can be reviewed
by the students. I will be using this application as it helps the teachers and parents to log in that
provides complete details regarding their learning outcome.
Benefit from this practice
There possess numerous benefits of using this application in the form of classroom activity for
the students. The benefits of this application are as follows:
Information gap application
This application is beneficial for the students as well as for the teachers as it allows both of them
to participate in the classroom activity. It helps the teacher to make appropriate decisions based
on interactive tools and processes applicable to the students. It helps the students and teachers to
gain adequate information on how to enhance grammatical skills (Reynolds, 2015). It clearly
states that this application enhances the grammatical and communication skills of the students. It

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strengthens strong and effective interaction between students and teachers by using language for
real language.
Edmodo application
The significant benefit of Edmodo is that it can be utilized as an extension of the classroom for
different levels of education. It helps the students to track their progress, submit assignments,
and comment on posts. It also helps the teachers to post assignment, design quizzes, open
discussion boards, and post polls (Hartshorne et al., 2016). It is determined to be a useful
interactive tool for students as well as parents as it enhances teamwork and collaborative learning
where students receive feedback from the teacher. It also helps the students to practice grammar
and spelling by creating differentiated instruction and conversational postings.
Class Dojo application
This particular application is beneficial as it provides teachers with a platform for managing
student behavior. It combines various strategies like leader boards, points, and avatars to interact
with the students. It is also beneficial for the parents as it helps them to get engaged and
connected with the teacher (Reynolds, 2017). It evaluates, shares, and track student contribution
along with instant feedback. It also helps the students to adapt to the new language flexibly.
Evaluation of the benefits of this practice
Based on the benefits of this application, the learning and teaching processes will be evaluated.
With the help of different learning language strategies, it will help enhance the learning outcome
of the students. The strategies will evaluate how the students provide mutual support,
complement, and interlock with one another (Kremmel & Schmitt, 2018). Moreover, it can be
said that teachers must help the students to be aware of the learning strategies. From the benefits,
it will be evaluated that the learning styles influence the learning choices. It states that while
communicating with each other, the learners use various learning strategies to reflect upon their
significant learning styles. To gain knowledge effectively and quickly, it is essential to identify
the appropriate learning methods. It will be evaluated that the classroom environment, teaching
methods, tools, and language learning process creates a great impact on student’s progress.
However, to help the students in language learning the teacher plan lessons.

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Moreover, it will be evaluated that if the teacher trains the students and increase awareness
regarding language learning strategies, it will be beneficial for the students in various ways.
Whereas, the utilization of culture-related and real-world tasks helps the students to gain new
knowledge. Thus, it has been found that language learners must be served with more
opportunities to enhance their cognitive and linguistic capabilities at the time of task-based
interaction. Secondary language possesses small class size that follows the aspects of
interactional theory provides more opportunity for the students to practice English and to the
teachers to conduct different classroom activities (Aziz & Triyono, 2018). To keep track of the
reflections, it is required to take interviews of the students that represent the shared virtual
community.
Conclusion
The paper demonstrated an understanding of the application of SLA theory and appropriate
research for the teaching practice. The assignment is based on the aspect of interaction that is
determined to be a significant aspect of SLA. Based on this particular aspect, it discussed the
interactional theory that puts an impact on language teaching and focuses upon communicative
language that facilitates SLA. Moreover, the paper also discussed the implications of teaching
with the help of three current empirical studies. The three empirical studies provided various
implications that creates an impact on task-based learning interaction.
Based on the interactional theory, it proposed three applications, such as information gap
application, Edmodo application, and class dojo application that can be applied as a classroom
activity in the future. Furthermore, it also discussed the benefits of these applications for the
students and the teachers. These applications help the teachers to improve the learning styles and
approaches of the students. Whereas, it also helps the students to improve their spelling and
grammatical errors. Meanwhile, the paper also evaluated the effectiveness of the teaching
practices that have been proposed. Based on the evaluation, it has been noticed that different
learning strategies enable the student to enhance their learning outcome.

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References
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Antón-Méndez, I., Ellis, E. M., Coventry, W., Byrne, B., & Van Daal, V. H. (2015). Markers of
success: A study of twins' instructed second language acquisition. Learning and
Individual Differences, 42, 44-52.
Aziz, M. F., & Triyono, S. (2018). Is it Truly Easy for Second Language Learners to Compose-
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understanding of its potential for L2 development?. ITL-International Journal of Applied
Linguistics, 167(2), 111-131.
Bush, J. C. (2015). The Impact of Classroom Games on the Acquisition of Second Language
Grammar. Language in Focus, 1(2), 17-29.
Chen, J. C. (2016). The crossroads of English language learners, task-based instruction, and 3D
multi-user virtual learning in Second Life. Computers & Education, 102, 152-171.
Flores, J. F. F. (2015). Using gamification to enhance second language learning. Digital
Education Review, (27), 32-54.
Gast, V. (2017). Paradigm change and language contact: A framework of analysis and some
speculation about the underlying cognitive processes. JournaLIPP, (5), 49-70.
Griffiths, A. (2015). Implementing task-based instruction to facilitate language learning: Moving
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Hartshorne, J. K., O’Donnell, T. J., Sudo, Y., Uruwashi, M., Lee, M., & Snedeker, J. (2016).
Psych verbs, the linking problem, and the acquisition of language. Cognition, 157, 268-
288.

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Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language
acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.
Hsu, H. T. (2018). Incidental Professional Vocabulary Acquisition of EFL Business Learners:
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Appendices
Appendix A
Figure: Interactional Framework of second language acquisition
(Source: Akhter Farhat & Dzakiria, 2017)
Appendix B
Figure: Principles and practices of second language acquisition
(Source: Griffiths, 2015)