A second language acquisition model based on neurolinguistic, psycholinguistic and applied linguistic theory

Because students at the high school level continue to obtain high grammar-translation skill but experience almost insurmountable odds in developing fluency in speaking and writing, this work proposes a model of beginning foreign language instruction at the high school level based on first (L1) and second language (L2) acquisition theories and neurolinguistic research which promotes communicative competence in listening, speaking, reading, and writing, and provides the foundation for future learning and advancement of those skills. The analysis of the theories suggests that natural language acquisition should replicate the stages of the first language learning process, taking into account the cognitive capacities and strategies observable in first language research. Although it is agreed by linguists and applied linguists that second language acquisition does not exactly mimic the first language acquisition development, owing to linguistic capabilities acquired during first language development, research into L1 acquisition provides insights into the developmental stages that L2 learning needs to approximate in order for the student to achieve proficiency in all facets of communication and prevent fossilization of interlanguage, which is a feature of language development in natural language acquisition. Therefore, this discussion covers each salient feature and requisite and attempts to incorporate similar characteristics in an instructional model which accesses the capacities and processes necessary for natural L2 acquisition. Chapter 1 is a discussion on the need for changes in traditional L2 instruction. Chapter 2 discusses the theories that impact the model. Chapter 3 discusses the part of the model dealing with L2 phonological acquisition and test results of the model. Chapter 4 describes the model for lexical acquisition and presents testing results of the model. Chapter 5 ends the discussion with conclusions drawn from the research and the results of instruction in the proposed model.