Second Language Acquisition Factors

They [English language learners] all have had to learn in a new language, and many have
had to adjust to schooling and to life in a country with different customs. However, there are
some important differences in their backgrounds that influence their chances for academic
success in this country. These differences are related to previous educational experiences and
to their life experiences both before they arrived and after they began their schooling here. It
is important that educators understand the factors that affect academic performance of ELLs
so that they can best meet their students needs and help them succeed in school (Feeman
and Freeman 22).
Freeman and Freeman prove that when working with students who are acquiring a second
language, it is key to realize that there are many factors that affect ones second language
acquisition. These factors include personal factors and environmental factors, factors that are
outside of the classroom and outside of an educators control. Students contain different learning
styles, different personalities, different thought processes, and different home lives. All of these
aspects combined affect a students second language acquisition.
One of many factors that affect a students second language acquisition are affective factors.
Affective factors refer to the emotional behavior of a student. One key affective factor is selfesteem. According to Brown, self-esteem is at the heart of virtually every aspect of human
behavior (Brown 144). Self-esteem drives ones confidence and self-efficacy, which is the
belief in your own capabilities to successfully perform an activity (Brown 144). When one
believes that they can be successful then they are more willing to take risks. When one takes
risks then they make mistakes that they then learn from. When a student is unwilling to take risks
because they are shy and cautious, then they are less likely to acquire their second language.
Also, high self-esteem drives ones willingness to communicate. In order to acquire a second
language, a student must not be afraid to practice speaking in order to gain SLA. A high selfesteem also lowers anxiety, which can negatively affect language acquisition. According to
Brown, anxiety is associated with feelings of nervousness and unease. When one has a high selfesteem then they are likely to have less anxiety. It is important to realize that each student is
different emotionally and that their emotional factors influence them in school. These affective
factors influence one another and influence ones second language acquisition.
Another personal influence a student contains when acquiring a second language is a
students motivation. Motivation refers to the reason in which a student wants to acquire their
second language. It is important to realize that students have different reasons for wanting to
acquire a second language. According to Yule there are two types of motivationintegrative
motivation and instrumental motivation. Integrative motivation is when a student wants to learn
the L2 in order to achieve some other goal, while instrumental motivation is when a student
wants to learn the L2 for social purposes, in order to take part in the social life of a community
(Yule 192). This is key because it shows that some students are attempting to become proficient
with their social language, while others are focused on developing academic language. As
educators, it is realize that is important to make students aware that both types of language are
equally important. Brown also discusses motivation. He states that students have different types
of motivationbehavioral motivation, cognitive motivation, and constructivist motivation.
Brown states, they [students] are motivated because they perceive the value (reward) of
knowing a language (Brown 159). By becoming aware of a students motivation, an educator
can better get to know their student and therefore help them achieve their goal and teach towards
their motivation.

Another aspect that influences ones second language acquisition is their social interactions.
According to Brown, Another study found that higher levels of WTC were associated with
learners who experienced social support, particularly from friends, offering further evidence of
the power of socially constructed conceptions of self (Brown 147). This proves that when a
student has social interactions or friends then they have a higher self-esteem and more
motivation to develop their second language acquisition. It motivates them to fully acquire their
second language so that they can properly communicate with their peers. Also, their self-esteem
is higher because they see themselves as socially important. Since their self-esteem and
motivation is high, they are likely to be willing to communicate and therefore willing to make
mistakes in which they can learn from.
In addition to social interaction with peers, family is also an important aspect when
developing a second language. all parents engagement in schools fosters improved student
attitudes toward school, correlates with student success, and reduces the dropout rate (Fenner,
244).
Hierarchy of needsMaslows theory suggests that the most basic level of needs (e.g.,
food, love, clothing, shelter, financial security, health, safety) must be met before individuals are
able to desire or become motivated to work toward meeting the higher level needs (Fenner,
244).
Not only do personal factors affect ones second language acquisition, but environmental
factors also influence ones second language acquisition. One aspect of an environmental factor
is ones past schooling experiences. When a student has limited or interrupted formal schooling
then they have had an inconsistent education. According to Freeman and Freeman, students in
this category have either had little or no schooling or schooling that was often interrupted that
they are significantly behind their peers in literacy development and academic content
knowledge (Freeman and Freeman 25). This is problematic because these students must develop
an understand of the school system while developing appropriate behaviors, developing social
language, developing content knowledge, and developing academic language.
Another type of past schooling experience is a long-term English learner. This type of learner
was born in the United States and acquired another language, other than English at home.
According to Freeman and Freeman there are an overwhelming amount of these students and
these students are generally overlooked (Freeman and Freeman 26). It is important to realize
that these students often have mastered conversational English and they understand the cultural
norms of the educational school system. However, they do not understand the academic language
and therefore have not obtained their second language acquisition.
The type of past schooling a learner has experienced highly influences their second language
acquisition. If a student has been through schooling throughout their life then they understand
how to get through school and they understand language in social sense. However, if a student
has never been to school before, they dont understand how to get through the school system. If
an educator is aware of the students experience in school and their experience with the language,
then they can better understand how to reach that student and understand some of their
background.
Another environmental factor is what students experience at school and their teachers
teaching style. When students are taught using dull textbooks, unpleasant classroom
surroundings or an exhausting schedule of study and/or work (Yule 189) then their language
acquisition is affected. When the students are overworked because they are doing schoolwork,

taking care of responsibilities at home, and working then it is hard for students to focus during
school because they are tired. Also, when the classroom contains materials that are uninteresting
then they are less likely to be motivated. When the lessons and texts do not relate to the student
then they are less likely to be interested and therefore it is more difficult for them to obtain their
second language acquisition. Also, the teachers teaching techniques can affect ones second
language acquisition. Many teachers teach the traditional way, which is teacher led, direct
instruction. However, according to Yule there needs to be a shift from concern with the teacher,
the textbook and the method to an interest in the learner and the acquisition process (Yule 190).
This means that instead of being focused on solely the teachers instructions, instruction needs to
be student based so that the students are in charge of their own learning. This allows them to
value their language acquisition because they are in charge of their second language acquisition
process.