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Vocabulary Learning v/s vocabulary acquisition in second language.
In the learning process of a second language, vocabulary has been viewed as an important
aspect that requires time and practice to be developed. However, learning a vocabulary is not
the same as acquiring it. According to Nakata (2006), to acquire a language is required a
constant repetition by the learner, in order to get an effective vocabulary learning.
Second language acquisition refers to learn a language that is different to the native language
and that can be learned at any period of a person’s life. Learning a language is a conscious
process, while acquiring it is a subconscious one. Nonetheless, there are different authors’
perspectives that are presented in order to know their theories and differentiate second
language learning from second language acquisition.
1.1 Second language acquisition.
According to Krashen (1978) language acquisition requires meaningful interaction in
the target language, in order to get speakers concentrated in the actual messages they are
sending and understanding rather than in the form of their utterances. Krashen (1981) sees
acquisition as a subconscious process in which speakers do not need to be aware of the rules
and grammar of a certain language.
As acquisition is an unconscious process and learning a conscious one, in second
language this can vary, depending on the learner’s attention as James (1980) mentioned, if
learners pay careful attention to a word, they will retain the word better. Similar to James
(1980), Yongqi Gu (2003) states that the acquisition of a vocabulary is an activity centered on
the learner, thus its effectiveness will depend on his/ her attitude towards the new vocabulary
, acquisition. Laufer (2013) declares that, “the retention of new information depends on the
amount and the quality of attention that individuals pay to various aspects of words”.
Considering this, attitude and learner’s attention play an important role on the second
language acquisition, moreover, they can retain new words by learning through context and
cooperation.
Now, Yule (2014) refers to acquisition as gradually developing ability in the language
by using it naturally with others who know it in order to reach a level of proficiency that is
similar to a native speaker in an L2. The author also argues that learning is a conscious
process of accumulating knowledge of the features, such as vocabulary and grammar, of a
language, typically in an institutional setting. Yule (2014) also proposes a critical period for
SLA which suggests that is very difficult to acquire another language fully once passed the
time of puberty. Now, the reasons why age is seen as a barrier for language acquisition are,
to name a few, that students at the age of 10 have already internalized their L1 and it becomes
more difficult for them to comprehend and develop a new set of rules from another language,
and also there are some affective factors, such as motivational problems and the different
interests students may have, that might have a negative impact in the students’ first
encounters with the L2.
1.2 Second language learning.
Referring to learning, as Krashen (1978, p.2) states, “is the product of formal
instruction and it comprises a conscious process which results in conscious knowledge 'about'
the language, for example knowledge of grammar rules”. Then, the monitor theory suggests
that learning is available to the performer only as a Monitor, meaning that the acquisition
Vocabulary Learning v/s vocabulary acquisition in second language.
In the learning process of a second language, vocabulary has been viewed as an important
aspect that requires time and practice to be developed. However, learning a vocabulary is not
the same as acquiring it. According to Nakata (2006), to acquire a language is required a
constant repetition by the learner, in order to get an effective vocabulary learning.
Second language acquisition refers to learn a language that is different to the native language
and that can be learned at any period of a person’s life. Learning a language is a conscious
process, while acquiring it is a subconscious one. Nonetheless, there are different authors’
perspectives that are presented in order to know their theories and differentiate second
language learning from second language acquisition.
1.1 Second language acquisition.
According to Krashen (1978) language acquisition requires meaningful interaction in
the target language, in order to get speakers concentrated in the actual messages they are
sending and understanding rather than in the form of their utterances. Krashen (1981) sees
acquisition as a subconscious process in which speakers do not need to be aware of the rules
and grammar of a certain language.
As acquisition is an unconscious process and learning a conscious one, in second
language this can vary, depending on the learner’s attention as James (1980) mentioned, if
learners pay careful attention to a word, they will retain the word better. Similar to James
(1980), Yongqi Gu (2003) states that the acquisition of a vocabulary is an activity centered on
the learner, thus its effectiveness will depend on his/ her attitude towards the new vocabulary
, acquisition. Laufer (2013) declares that, “the retention of new information depends on the
amount and the quality of attention that individuals pay to various aspects of words”.
Considering this, attitude and learner’s attention play an important role on the second
language acquisition, moreover, they can retain new words by learning through context and
cooperation.
Now, Yule (2014) refers to acquisition as gradually developing ability in the language
by using it naturally with others who know it in order to reach a level of proficiency that is
similar to a native speaker in an L2. The author also argues that learning is a conscious
process of accumulating knowledge of the features, such as vocabulary and grammar, of a
language, typically in an institutional setting. Yule (2014) also proposes a critical period for
SLA which suggests that is very difficult to acquire another language fully once passed the
time of puberty. Now, the reasons why age is seen as a barrier for language acquisition are,
to name a few, that students at the age of 10 have already internalized their L1 and it becomes
more difficult for them to comprehend and develop a new set of rules from another language,
and also there are some affective factors, such as motivational problems and the different
interests students may have, that might have a negative impact in the students’ first
encounters with the L2.
1.2 Second language learning.
Referring to learning, as Krashen (1978, p.2) states, “is the product of formal
instruction and it comprises a conscious process which results in conscious knowledge 'about'
the language, for example knowledge of grammar rules”. Then, the monitor theory suggests
that learning is available to the performer only as a Monitor, meaning that the acquisition
