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Internal Factor of SLA

Internal factors that influence second language acquisition include age, personality, motivation, experiences, cognition/intelligence, and native language. Younger learners tend to learn pronunciation and speaking skills more easily, while older learners analyze language rules better. Introverted learners progress more slowly in speaking. Motivation and enjoyment in learning correlate with better achievement. Learners with more life experiences and cognitive abilities generally progress faster. Those learning a second language similar to their first also have an easier time.

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Nana Alfi Karrila
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367 views2 pages

Internal Factor of SLA

Internal factors that influence second language acquisition include age, personality, motivation, experiences, cognition/intelligence, and native language. Younger learners tend to learn pronunciation and speaking skills more easily, while older learners analyze language rules better. Introverted learners progress more slowly in speaking. Motivation and enjoyment in learning correlate with better achievement. Learners with more life experiences and cognitive abilities generally progress faster. Those learning a second language similar to their first also have an easier time.

Uploaded by

Nana Alfi Karrila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Internal Factors of Second Language Acquisition (SLA)

Beside external factors, there are some internal factors that influence second language
acquisition. They are :
1. Age : Children, who already have solid literacy skills in their own language, seem to
be in the best position to acquire a new language efficiently. Older learners can be
very successful too, but usually struggle to achieve native-speaker-equivalent
pronunciation and intonation but they are better at analyzing the language and learn
grammar rules. Some purposes of learning in early age are; lack of inhabition, good
imitation, good in pronunciation and intonation, high flexibility, curiousity and good
memory capacity. So children can master speaking easily.
2. Personality: Introverted or anxious learners usually make slower progress,
particularly in the development of oral skills. They are less likely to take advantage of
opportunities to speak, or to seek out such opportunities. More outgoing students will
not worry of making mistakes. They will take risks, and thus will give themselves
much more practice.
3. Motivation (intrinsic): Intrinsic motivation has been found to correlate strongly with
educational achievement. Clearly, students who enjoy language learning and take
pride in their progress will do better than those who do not.
4. Experiences: Learners who have acquired general knowledge and experience are in a
stronger position to develop a new language than those who haven't. The student, for
example, who has already lived in 3 different countries and been exposed to various
languages and cultures has a stronger base for learning a further language than the
student who hasn't had such experiences.
5. Cognition/Intelligence: In general, it seems that students with greater cognitive
abilities (intelligence) will make the faster progress. Some linguists believe that there
is a specific, innate language learning ability that is stronger in some students than in
others. Students have different intelligence styles. Students with verbal intelligence
are easier to learn new language than others.
6. Native language: Students who are learning a second language which is from the
same language family as their first language have, in general, a much easier task than
those who aren't. So, for example, a Dutch child will learn English more quickly than
a Japanese child.

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