Exploring Second Language Acquisition and Learning: From Theory to Practice

There are a number of contentious theories that have dominated the field of second language acquisition (SLA) over the years. They tend to revolve around how long it takes to learn a second language, our knowledge of second language learners, the influence of learning a second language, how to facilitate the process of second language acquisition in the classroom, and expectations that teachers should have about language learners both in and outside of the classroom. To address all of them and the evolution of SLA theories to date is beyond the scope of this paper. Instead, it will shed light on six key ones – vocabulary acquisition, value systems, enculturation, influences of L1 on L2, age, and negotiation of meaning – to include a brief explanation, the rationale behind it, and how teachers can practically apply each one in their classrooms.