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LANGUAGE ACQUISITION AND L2 LANGUAGE: A LITERATURE REVIEW
Ilham Attamimi Scenda Putra Universitas Islam Indonesia.
Yogyakarta.
Indonesia ilhamattamimi22@gmail.
Abstract Language acquisition, particularly second language (L.
learning, has been a central focus of linguistic and educational research.
This literature review synthesizes recent studies .
0Ae2.
to explore key theories, factors, and methodologies in L2 acquisition.
The review highlights the role of cognitive, social, and technological factors in shaping L2 learning outcomes.
Findings suggest that while individual differences such as age, motivation, and aptitude remain critical, emerging technologies and innovative pedagogical approaches are increasingly This article concludes with implications for future research and practice in L2 teaching and learning.
Page 117 Keywords: Language Acquisition.
L2 Language.
A Literature Review Language Acquisition and L2 LanguageA Vol.
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INTRODUCTION
Language acquisition is a multifaceted process that encompasses cognitive, social, and environmental dimensions.
It is a fundamental aspect of human development, enabling individuals to communicate, express ideas, and engage with their surroundings (Isbahi, 2.
While first language (L.
acquisition typically occurs effortlessly during early childhood, second language (L.
learning is often a more deliberate and challenging endeavor, requiring sustained effort, motivation, and often formal instruction.
The study of how individuals acquire additional languages has been a central focus of linguistics, psychology, and education, with researchers seeking to understand the mechanisms that facilitate or hinder L2 Over the past few decades, the field of L2 acquisition has evolved significantly, moving beyond traditional cognitive theories to incorporate sociocultural, ecological, and technological perspectives.
Early theories, such as KrashenAos Input Hypothesis and ChomskyAos Universal Grammar, emphasized the role of innate linguistic structures and comprehensible input in language learning.
However, contemporary research has broadened this scope, exploring how social interaction, cultural context, and individual differences shape the L2 learning For instance.
Sociocultural Theory (SCT), rooted in VygotskyAos work, highlights the importance of social interaction and collaborative learning, while Complex Dynamic Systems Theory (CDST) views language acquisition as a nonlinear, adaptive process influenced by multiple interacting factors.
(CALL) platforms, mobile apps, and AI-driven chatbots, have introduced new opportunities for personalized and immersive learning experiences.
These Language Acquisition and L2 LanguageA Page L2 learning.
Digital tools, such as Computer-Assisted Language Learning The rapid advancement of technology has also transformed the landscape of Vol.
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Page 117-128 e-ISSN 3026-0264 innovations have not only expanded access to language education but also raised questions about their effectiveness and equity in diverse learning contexts.
Additionally, the growing recognition of multilingualism and translanguaging practices has challenged traditional monolingual approaches, emphasizing the value of leveraging learnersAo entire linguistic repertoires to facilitate L2 acquisition.
Despite these advancements, gaps remain in our understanding of how various factors interact to influence L2 learning outcomes.
For example, while the Critical Period Hypothesis (CPH) suggests that younger learners have an advantage in acquiring native-like proficiency, recent studies have shown that older learners can achieve high levels of competence through motivation and effective learning strategies.
Similarly, the role of individual differencesAisuch as aptitude, personality, and working memoryAicontinues to be a topic of debate, with researchers calling for more nuanced and context-specific investigations.
This literature review aims to provide a comprehensive overview of recent developments in the field of L2 acquisition, focusing on studies published between 2020 and 2024.
By synthesizing current research, this article seeks to identify emerging trends, highlight key findings, and address unresolved questions.
Specifically, it examines the interplay of cognitive, social, and technological factors in L2 learning, explores the implications of innovative pedagogical approaches, and discusses the role of individual differences in shaping learning outcomes.
Ultimately, this review aims to contribute to a deeper understanding of L2 acquisition and inform future research and practice in language education.
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LITERATURE REVIEW
Theories of L2 Acquisition Language Acquisition and L2 LanguageA Vol.
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Universal Grammar (UG), proposed by Chomsky, remains an influential theory, particularly in explaining the innate linguistic structures that facilitate language acquisition.
Smith et al.
found that UG principles are more evident in early L2 learners, supporting the Critical Period Hypothesis (CPH), which posits that younger learners have a biological advantage in acquiring native-like proficiency.
However, their study also noted that older learners can achieve high levels of competence through explicit instruction and motivation, suggesting that UG principles may interact with other factors such as age and learning context.
In contrast to UG.
Skill Acquisition Theory emphasizes the role of practice and proceduralization in L2 learning.
This theory, rooted in cognitive psychology, views language learning as a process of developing automaticity through repeated practice and feedback.
Recent research has applied this framework to explain how learners develop fluency in specific language skills, such as speaking and writing (DeKeyser, 2.
For example, studies have shown that task-based language teaching (TBLT) aligns well with Skill Acquisition Theory, as it provides learners with opportunities for meaningful practice and skill development.
Meanwhile.
Complex Dynamic Systems Theory (CDST) has gained significant traction as a framework for understanding the nonlinear and adaptive nature of L2 Verspoor et al.
argue that language acquisition is not a linear unpredictability of L2 development, emphasizing that learners progress at different rates and through different pathways.
This perspective has been particularly useful Language Acquisition and L2 LanguageA Page social, and environmental influences.
CDST highlights the variability and process but rather a dynamic interplay of multiple factors, including cognitive.
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Page 117-128 e-ISSN 3026-0264 in explaining individual differences and the role of context in shaping learning Individual Differences in L2 Learning Individual differences have long been recognized as critical factors in L2 acquisition, and recent research has continued to explore their impact.
Motivation, in particular, has been a central focus.
Zhang and Zhang .
conducted a metaanalysis of studies on motivation and L2 proficiency, revealing that intrinsic motivationAidriven by personal interest and enjoymentAisignificantly predicts success in self-directed learning environments.
Their findings underscore the importance of fostering learner autonomy and creating engaging learning Language aptitude, another key individual difference, has also been extensively studied.
Li and Taguchi .
investigated the role of working memory capacity in L2 grammar acquisition, finding that learners with higher working memory scores were better able to process and retain complex grammatical structures.
This aligns with earlier research but highlights the need for more nuanced studies to understand how aptitude interacts with other factors, such as instructional methods and learning context.
Personality traits, such as extroversion and openness to experience, have also been linked to L2 learning outcomes.
For instance, extroverted learners tend to engage more actively in communicative activities, which can enhance their speaking skills (Dewaele & Dewaele, 2.
However, the relationship between personality and L2 proficiency is complex and may vary depending on the learning Page 121 environment and cultural context.
Technology and L2 Learning Language Acquisition and L2 LanguageA Vol.
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Page 117-128 e-ISSN 3026-0264 The integration of technology into L2 learning has been one of the most significant developments in recent years.
Computer-Assisted Language Learning (CALL) and mobile-assisted language learning (MALL) have been shown to enhance vocabulary acquisition, speaking skills, and overall learner engagement.
KukulskaHulme and Viberg .
reviewed studies on MALL and found that mobile apps provide learners with flexible, on-the-go access to language resources, which can increase exposure and practice opportunities.
However, they also noted challenges, such as the need for reliable internet access and the potential for over-reliance on AI-driven tools, such as chatbots and adaptive learning platforms, have also gained attention for their ability to provide personalized feedback and support.
Chen et al.
examined the use of AI chatbots in L2 classrooms, finding that these tools can simulate real-life conversations and offer immediate, tailored feedback, which enhances learner autonomy and engagement.
However, their study also highlighted limitations, such as the inability of chatbots to fully replicate human interaction and the risk of reinforcing errors if not properly designed.
Sociocultural Factors The sociocultural context of L2 learning has been increasingly emphasized in recent research.
Translanguaging, a pedagogical approach that encourages learners to draw on their entire linguistic repertoire, has been shown to facilitate comprehension and communication in multilingual classrooms.
Garcya and Wei .
argue that translanguaging not only supports L2 development but also This approach challenges traditional monolingual teaching methods Page and highlights the value of leveraging learners' existing knowledge and skills.
validates learners' linguistic identities, fostering a more inclusive learning Language Acquisition and L2 LanguageA Vol.
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Page 117-128 e-ISSN 3026-0264 Study-abroad programs have also been a focus of sociocultural research, as they provide learners with opportunities for cultural immersion and authentic language use.
Kinginger .
examined the experiences of L2 learners in studyabroad contexts, finding that social interaction and cultural engagement were critical factors in developing L2 proficiency.
However, their study also noted that the benefits of study-abroad programs can vary depending on individual factors, such as motivation and willingness to engage with the host culture.
RESEARCH METHOD
This literature review adopts a systematic approach to identify and analyze relevant studies published between 2020 and 2024.
Databases such as Google Scholar.
ERIC, and Scopus were searched using keywords such as "second language acquisition," "L2 learning," and "language acquisition theories.
" Inclusion criteria focused on peer-reviewed journal articles, empirical studies, and meta-analyses.
total of 35 studies were selected for in-depth analysis, with a focus on their theoretical frameworks, methodologies, and findings.
RESULTS AND DISCUSSION
Cognitive Factors in L2 Learning Recent research has reaffirmed the critical role of cognitive processes in L2 acquisition, particularly working memory and attention control.
Li and Taguchi .
conducted a longitudinal study examining the relationship between that learners with higher working memory scores demonstrated greater accuracy and speed in processing complex grammatical structures, such as relative clauses and subjunctive mood.
This aligns with earlier studies by Baddeley .
and Wen Language Acquisition and L2 LanguageA Page 123 working memory capacity and L2 grammar acquisition.
Their findings revealed Vol.
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, which identified working memory as a key predictor of L2 learning success.
However.
Li and TaguchiAos study also highlighted the need for more longitudinal research to understand how cognitive abilities evolve over time and interact with other factors, such as instructional methods and learner motivation.
Another important cognitive factor is attention control, which refers to the ability to focus on relevant linguistic input while ignoring distractions.
Recent studies have shown that learners with stronger attention control are better able to notice and internalize new vocabulary and grammatical patterns during communicative activities (Suzuki & DeKeyser, 2.
These findings suggest that L2 instruction should incorporate strategies to enhance learnersAo cognitive abilities, such as mindfulness training or targeted exercises to improve working memory and attention.
Role of Technology The rapid advancement of technology has revolutionized L2 learning environments, offering new opportunities for personalized and immersive learning Chen et al.
investigated the use of AI-driven tools, such as chatbots, in L2 classrooms.
Their study found that chatbots provide immediate and personalized feedback, which enhances learner autonomy and engagement.
For example, learners who interacted with AI chatbots reported increased confidence in speaking and writing, as the tools allowed them to practice in a low-pressure However, the study also identified challenges, such as the limitations of automated feedback in detecting nuanced errors and the risk of reinforcing learning (MALL).
Kukulska-Hulme and Viberg .
reviewed studies on MALL and found that mobile apps, such as Duolingo and Memrise, enhance vocabulary Language Acquisition and L2 LanguageA Page Another significant development is the use of mobile-assisted language incorrect language use if the chatbotAos algorithms are not sufficiently advanced.
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However, they also noted that the effectiveness of MALL depends on factors such as learner motivation and the quality of the appAos design.
For instance, apps that incorporate gamification and spaced repetition have been shown to improve retention and engagement.
Despite these advancements, challenges remain in ensuring equitable access to technology.
Learners in low-resource settings may lack the necessary devices or internet connectivity to benefit from these tools, exacerbating existing inequalities in language education.
Addressing these challenges will require collaboration between educators, policymakers, and technology developers to create inclusive and accessible learning solutions.
Sociocultural Influences The sociocultural context of L2 learning has been increasingly recognized as a critical factor in shaping learning outcomes.
Translanguaging, a pedagogical approach that encourages learners to draw on their entire linguistic repertoire, has gained prominence in multilingual classrooms.
Garcya and Wei .
argue that translanguaging not only facilitates comprehension and communication but also validates learnersAo linguistic identities, fostering a more inclusive and supportive learning environment.
For example, in a study of bilingual classrooms, learners who were encouraged to use both their L1 and L2 demonstrated greater confidence and participation, leading to improved L2 proficiency.
Study-abroad programs have also been a focus of sociocultural research, as language use.
Kinginger .
examined the experiences of L2 learners in studyabroad contexts, finding that social interaction and cultural engagement were critical factors in developing L2 fluency.
For instance, learners who actively Language Acquisition and L2 LanguageA Page 125 they provide learners with opportunities for cultural immersion and authentic Vol.
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Page 117-128 e-ISSN 3026-0264 participated in host-family activities or local community events reported significant improvements in their speaking and listening skills.
However, the study also noted that the benefits of study-abroad programs can vary depending on individual factors, such as motivation and willingness to engage with the host culture.
These findings highlight the importance of creating socioculturally rich learning environments, both in and outside the classroom, to support L2 Educators should consider incorporating translanguaging practices and providing opportunities for authentic language use, such as study-abroad programs or virtual exchange initiatives.
Pedagogical Implications Recent studies have underscored the effectiveness of innovative pedagogical approaches, such as task-based language teaching (TBLT) and content-based instruction (CBI), in promoting L2 proficiency.
Ellis .
conducted a metaanalysis of studies on TBLT, finding that task-based activities encourage meaningful interaction and language use, leading to improved communicative For example, tasks that require learners to collaborate on problemsolving activities or role-playing scenarios have been shown to enhance both fluency and accuracy.
These findings align with the principles of Skill Acquisition Theory, which emphasizes the importance of practice and proceduralization in developing language skills.
Similarly.
CBI is effective in integrating language learning with subjectmatter content, such as science or history.
This approach not only enhances classrooms demonstrated greater gains in both vocabulary and critical thinking skills compared to those in traditional language classrooms.
Language Acquisition and L2 LanguageA Page instance, a study by Lyster and Ballinger .
found that learners in CBI learnersAo language skills but also deepens their understanding of the content.
For Vol.
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Educators should consider adopting TBLT and CBI in their teaching practices, while also incorporating technology and sociocultural strategies to enhance learning outcomes.
CONCLUSION
This literature review highlights the multifaceted nature of L2 acquisition, emphasizing the interplay of cognitive, social, and technological factors.
While individual differences such as motivation and aptitude remain critical, emerging technologies and innovative pedagogical approaches offer new opportunities for enhancing L2 learning outcomes.
Future research should focus on longitudinal studies to better understand the developmental trajectories of L2 learners and explore the potential of AI-driven tools in diverse educational contexts.
REFERENCES