NAME: KAYODE TOLULOPE VICTORIA
MATRIC NO:2024/1853
COURSE CODE: ENG 351
COURSE TITLE: INTRODUCTION TO APPLIED LINGUISTICS
DEPARTMENT: ENGLISH LANGUAGE
LEVEL: 300L
ASSIGNMENT
1. List and discuss the factors that can influence language
behavior.
2. Describe input and output in language learning.
3. What are the arguments for and against language acquisition
and second language learning.
ANSWERS
Language behaviour refers to how people use and respond to
language. Several factors influence it:
I. Biological and Neurological Factors: Humans are biologically
equipped to learn language, especially during early
childhood. Specific parts of the brain help in language
processing. A child’s ability to learn a language naturally
decreases after a certain critical age, usually around
puberty.
II. Cognitive Factors: These relate to how the brain processes
and stores language. A person’s memory, attention span,
and ability to recognize patterns all affect language
learning. For example, someone with a strong memory can
pick up new words faster.
III. Emotional and Psychological Factors: A learner’s motivation,
confidence, anxiety level, and attitude toward a language
can greatly impact language use. High anxiety may prevent
a student from speaking in class, while strong motivation
can lead to faster learning.
IV. Social Factors: The environment and community where the
person lives play a major role. If a learner is surrounded by
speakers of the language and interacts with them regularly,
they are more likely to learn the language well.
V. Cultural Factors: Each culture has its way of using language.
Greetings, politeness, and conversation style vary. These
cultural expectations can shape how someone learns and
uses a new language.
VI. Educational Factors: The teaching methods used, the
teacher’s skill, helps the learner’s exposure to the
language in school, and the type of classroom environment
all affect language behaviour. A student in a communicative,
interactive classroom may speak more fluently than one who
only memorizes grammar rules.
VII. Technological Factors: Access to modern tools like language
learning apps, videos, and interactive software can
encourage learning and improve language use.
2. Input and Output in Language Learning
I. In language learning, input refers to the language that a
learner hears or reads. This includes conversations, songs,
radio, books, videos, and classroom instructions. Input is
essential because it provides the raw material from which
learners develop an understanding of the language. For
learning to happen, the input must be understandable, even if
it’s a little above the learner’s current level. This kind of input
is called "comprehensible input." The more meaningful and
rich the input, the better the chances for the learner to
acquire the language naturally.
II. On the other hand, output refers to the language that a
learner speaks or writes. Producing language helps learners
practice what they have learned, test their knowledge, and
get feedback. When learners try to speak or write, they often
realize what they don’t yet know or understand fully. This
encourages them to go back and learn more. Output also
helps build fluency and accuracy. According to some
researchers, it’s not enough to just receive input—learners
must also use the language to truly master it.
3.Arguments for and Against Language Acquisition and Second
Language Learning
I. Language acquisition and learning are two different ways
of gaining a language. Language acquisition refers to the
natural way we pick up a language, especially as
children. It happens subconsciously, usually through
listening and interacting with others. Language learning,
however, is the conscious study of language rules, such
as in classrooms where students learn grammar,
vocabulary, and writing.
II. Arguments for language acquisition include the fact that
children learn their first language without any formal
teaching. They pick it up naturally by being exposed to it
in meaningful situations. Some believe that second
languages should be learned the same way by being
immersed in real-life communication rather than focusing
on grammar rules. This approach is believed to result in
more natural fluency.
III. Also, a common argument against relying only on acquisition
is that adults do not learn in the same way as children. Adults
often need structured learning and may benefit from grammar
explanations. Also, not all learners have access to natural, rich
environments where they can be fully immersed in a second
language. In such cases, structured learning becomes
necessary.
IV. Arguments for language learning include the benefits of
understanding grammar rules, especially for academic
purposes or formal communication. Language learning helps
learners to read and write correctly and gives them the tools
to analyze and correct their own mistakes.
