Framework of
Second Language
Acquisition (SLA)
Refai
Introduction
Second Language Acquisition (SLA) is the process
of learning a language after the first language
(L1). It often happens in school or social settings
and includes many internal and external factors.
What is a Conceptual
Framework in SLA?
• A conceptual framework explains how different
parts of SLA are connected:
• - What is learned (language knowledge)
• - How learning happens (mental & social
processes)
• - Who is learning (individual differences)
• - Where learning happens (environment)
Four Domains of SLA
Framework
• The SLA framework includes four major
domains:
• 1. Linguistic Domain
• 2. Cognitive Domain
• 3. Sociocultural Domain
• 4. Affective and Individual Domain
Linguistic Domain
• Focus: Language system building (grammar, vocabulary).
• Key Theory: Interlanguage (Selinker, 1972).
• Examples:
• - 'She go to school' (missing verb agreement)
• - 'He eated dinner' (overgeneralizing past tense rule)
• - 'I have 25 years' (influence from L1 like Spanish or French)
• Analogy: Building a bridge using tools from L1.
Cognitive Domain
• Focus: Mental processing (memory, noticing).
• Key Theory: Noticing Hypothesis (Schmidt, 1990), Practice
(DeKeyser).
• Examples:
• - Learning 'I am eating' ➜ leads to 'I am reading', 'I am
cooking'
• - A learner hears 'Do you want...?' and begins to form
questions like 'Do you have...?'
• - After correcting 'goed' to 'went', the learner remembers
irregular forms
• Research: Practice leads to fluency (DeKeyser, 2000).
Sociocultural Domain
• Focus: Learning through interaction and culture.
• Key Theory: ZPD (Vygotsky), Interaction Hypothesis (Long).
• Examples:
• - Learner improves by joining English conversation club
• - Student in homestay learns cultural expressions like 'make
yourself at home'
• - Using English in daily life to buy food, ask for directions, make
friends
• Analogy: Language is like swimming—you learn by doing it.
Affective and Individual Domain
• Focus: Emotions, motivation, age.
• Key Theory: Motivation (Gardner), Affective Filter (Krashen).
• Examples:
• - K-pop fan learns Korean through music and lyrics
• - Learner feels shy in class and avoids speaking ➜ slower
progress
• - Adult learner feels nervous using English at work but improves
with encouragement
• Analogy: Motivation is like fuel in a car.
Summary of SLA Framework
• Linguistic: Interlanguage (Selinker)
• Cognitive: Noticing (Schmidt), Practice
(DeKeyser)
• Sociocultural: ZPD (Vygotsky), Interaction
(Long)
• Affective: Motivation (Gardner), Affective Filter
(Krashen)
Pedagogical Implications
• - Use meaningful input (songs, videos)
• - Encourage group work and interaction
• - Create a positive learning atmosphere
• - Connect language learning to real-life needs
Conclusion
SLA is not only about grammar. It
includes thinking, emotions, social life,
and strategies. Understanding the
framework helps teachers create better
learning environments.
References
• Ellis (2008), Selinker (1972), Schmidt (1990),
DeKeyser (1998, 2000),
• Vygotsky (1978), Gardner & Lambert (1972),
Dörnyei (2005), Krashen (1982), Long (1996)
