What is the Relationship between Second-Language Writing and Second-Language Acquisition?

Second-Language Writing and Second-Language Acquisition

Introduction

Second-language writing is a study done by non-native writers or speakers of a certain language as a foreign or second language. Second-language acquisition or second- language learning is a process by which individuals learn a foreign or second language. It is also known as the scientific discipline that is used to study that process of acquiring a second language. A second language is any language that is learned in addition to an individual’s first language. It’s acquisition may also incorporate subsequent languages like third, fourth and fifty languages (Silva & Matsuda). The intersection of second-language writing and second- language acquisition is extremely difficult. Second-language acquisition theories aim to describe and explain the competence of learners. Second-language writing focuses on models of teaching and learning; it is based on the performance of learners.

Relationship between Second-Language Writing and Second-Language Acquisition

The relationship between second-language writing and second-language acquisition is that the two involve learning or acquiring a second language. Second-language writing involves efforts and practices in composition, development and analysis of ideas. People writing in a foreign or second language are faced with cognitive and social challenges that relate to second- language acquisition. It is imperative to note that second-language acquisition leads to errors in writing (Leki, 1992). The ability to write well is not a skill that can be acquired naturally: usually, it is culturally transmitted or learned as practices in instructional settings that are formal. Second-language writing skills are learned and practiced through experience. Writing also involves composition or the ability to tell particular pieces of information. Second language writing and second language acquisition involves finding out the basics of the language of the learners, and how they acquired it. It also involves finding out what accounts for differences in language achievements and the effects of formal instructions.  Issues related to models of teaching and learning second-language writing are driven by pragmatic concerns of the classrooms in which they are taught.

Second-language writing involves writers where writing occurs in second, third or fourth language. Second-language acquisition is extremely useful to second language writers such as teachers, theorists, and writing researchers. This is because learning to write is like acquiring a second language; no individual is a native speaker of writing. Every person learns how to write at school. This is not a simple interaction with others as is the case in first-language acquisition (Silva & Matsuda, 2001). Second-language writing students have challenges when they try to acquire a second language. In learning a second language, learners must be exposed to the language to be learned or the second language. The input may be informal or formal. It may also be oral or written. The nature of the input will have an effect on how learners internalize the second language. A second language writer whose input has been informal oral language is the case for many immigrant second language writers. This student may be able to hold conversations with native speakers but may have challenges in academic writing.

Theories in Second-Language Acquisition and Second-Language Writing

The theories of second language acquisition give an explanation on why formal language practice has a negligible effect on the overall language ability improvement. This also shows unsatisfactory improvement in second-language writing skills. Grammar practices and memorization of language forms seem only minimally useful in writing contexts where language must be used to express personal meaning. These forms, stored as unanalyzed chunks, may remain inaccessible to the writers for active and creative manipulation.  Different theories state that second language acquisition does not appear to progress linearly but rather is characterized by backsliding on linguistic forms that had seemed mastered already. The backsliding may come as a result of a learning overload (Leki, 1992). As learners encounter new second-language learning forms, they experience some challenges. In their attempt to fit them into their internalized grammar of the target language, the workload causes errors to appear in stable second-language learning forms. The backsliding may be the result of a restructuring of the learners’ internal second-language grammar, which is based on an encounter with new second learning forms that do not fit the learners’ grammar.

Second-language acquisition theories inform theories in second-language writing. This is because these theories attempt to explain how learners simplify, over-generalize, regularize irregular forms, and reduce language redundancy. When called upon to produce language, the learners employ strategies to reduce their workload in schools. They do this formally by avoiding certain language structures they are unsure of. They also do this by avoiding entire speech acts or actions (Silva & Matsuda, 2001). This is in the case of students who are not asked questions in class. In some situations, learners have ample time to take in new language input and re-analyze their internalized grammar in light of the new input. In terms of writing in classroom, cognitive overload and backsliding suggests that second-language acquisition or writing students have certain weaknesses. They have a problem of coping with language learning as well as learning how to write. These students may make these towards their goals even when surface evidence of improvement is not visible. The acquisition of foreign language and acquisition of that special variety of language used in writing is extremely critical.

Personal Experiences

Acquiring English as a second-language student for international students usually comes with challenges in reading and writing. Students may take ten years before they fully understand English (Leki, 1992). Learners may have some English vocabularies but may not be able to write or learn well in English instructions. Students might repeat everything that is said in English but show poor command in English.

Conclusion

The process of second-language acquisition describes various challenges learners of second language have. For example, foreign students have challenges in studying English as their foreign language. Understanding and internalizing the language may take time. Second-language students have challenges of writing effectively. Second language is any language that is learned in addition to an individual’s first language. Second-language acquisition may also incorporate subsequent languages like third, fourth and fifty languages. There is a thin line between the intersection of second-language writing and second-language acquisition. Second- language acquisition theories aim to describe and explain the competence of learners. Second-language writing focuses on models of teaching and learning, which s based on the performance of learners. Second-language acquisition models show that second language acquisition is not related to the intelligence of learners. It mostly depends with the learners’ psychological, social, and motivational factors.