The Relevance of Second Language Acquisition theories in the Fluency Stage of Development among L2 Learners

Abstract

INTRODUCTION

Several theories on second language acquisition have been proving the nature of the processes in the development of learning the second language among learners. There has been numerous literature about how effective each, and how SLA and second language teaching be effective in obtaining its goals. However, it pays to scrutinize the theories and how they apply to actual conversations of L2 learners. Thus, this study scrutinized the theories as to which among them are clearly manifested among the L2 learners who are at the stage of approaching fluency.

METHODS

The research involved second language learners who are still in the process of becoming fluent in their second language which is English. They were asked to record their normal conversation about any topic that they want to talk about. They had freedom as to how they should do the conversation so that the recording of their conversation turned out to be normal and spontaneous. From the recordings of the students, the researcher analyzed the conversation according to the theories of SLA.

RESULTS

While many of the theories were proven to explain the nature of the processes of the second language acquisition, this study found out that interactionism plays a lot in the SLA of the subjects of the study. Since they are already in the fluency stage of SLA, they just needed more opportunities to use the English language, and that they have already built their own language culture, with their classmates.

DISCUSSIONS

This study found the different strategies used by the L2 learners when it comes to using the L2 in spoken conversations. Most of the strategies include using vague languages, intonations, laughter, and code-switching. Thus, these techniques help in a successful acquisition of second language of the respondents. With all these findings, it is recommended that L2 learners be given exposures and opportunities for authentic usage of the English language, and be provided awareness-raising activities for them to be conscious of their use of the second language and their development in the acquisition of L2.