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1-Younger learners are probably more successful in informal and naturalistic learning contexts, and older learners are more successful in formal instructional settings'- Explain whether you agree or disagree with this statement, and why

2- What was the difference between behaviourism /constrastive analysis, and UG, in terms of explaining the role of the L1 in second language acquisition?

3- if the 'basic variety' is representative of early SLA development, what does the post-BV development look like and why might this development occur?

4- What role do you think scaffolding plays in language learning? Provide some examples of scaffolding and how it facilitates language learning

5- Under the CASP model, why might learners choose to allow negative transfer of L1 forms into their L2 production?

6- Describe the distinction between naturalistic second language acquisition and classroom-based foreign language learning. Provide a couple of examples with reasons for your answer

7- Why is producing output considered vital for SLA? Give reasons for your answer

8- Do L1 transfer effects last permanently or can they eventually be overcome? Provide reasons for your answer

9- Skill acquisition theory states that learning a second language is similar to learning how to drive. Explain the logic behind this statement and explain why you agree/disagree with this statement

10- How would you describe the comparison between the developmental phases of L1 acquisition and L2 acquisition? Provide a couple of examples and give reasons for your answer

1. Younger learners are probably more successful in informal and naturalistic learning contexts, and older learners are more successful in formal instructional settings'- Explain whether you agree or disagree with this statement, and why?

Yes, I agree with this statement. For a young child, often the parents and the environment are the first teachers, and hence, the relevance of formal settings is not recognized. This naturalistic learning framework is also influenced by the personality of the young learners who are explorative in nature, and more likely to learn through playing and other informal means of knowledge acquisition (Newman et al. 2012). At an early age, language learning is not a conscious process for a child. Meanwhile, language acquisition for a second language learner, or even an adult learner is through formal means, since, at this age they are more like to question the knowledge and analyze it owing to a deductive cognitive process. This needs to seek meaning behind information, as opposed to accepting it becomes a reason for seeking formal training for an adult learner, as opposed to a young learner. As per Schater et al. (2011), young learner process language-based information in different areas of the brain, meanwhile, the older learner uses Broca’s area and Wernicke’s area in the brain for acquiring language, which further prompts a need for more instruction-based learning.

2- What was the difference between behaviourism /constrastive analysis, and UG, in terms of explaining the role of the L1 in second language acquisition?

Reflecting on the language behavior in a learner, it is noted that innateness of language defines the second language learning, meanwhile, imitation and observation defines the first language acquisition (Costello, 2015). While the language learned at first time is acquired through observation, the second time around, language acquisition is influenced by the analytic tendencies of the human cognition as per behaviorism. As per, Ferus (2004), a child acquires language through a constructivist approach, where they construct some of the rules of the language, yet, they learn from their mistakes, and ensure that these roles help them in acquiring the intricacies of new language. Since, there is some essence of innateness in all languages as per Chromsky, the initial contact with the second language is comprehended by the past language (first language) learned by the student. Once a child crosses the basic window of learning in first language learning process that extends from 5 years to 10 years the process becomes difficult for them, and subsequently second language acquisition becomes challenging for them. In this sense, the behaviorist theory as well as constructivism principles reflect upon the relevance of innateness concept with respect to the language acquisition. Even as the relevance of innateness is more pronounced in the context of the constructivism.

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