How do people learn a second language as adults? Understanding second language acquisition can help English teachers design better lessons and support Korean students more effectively.
What Is Second Language Acquisition?
Second language acquisition (SLA) is the process of learning a language other than one’s native tongue. While first language acquisition happens naturally in childhood, second language learning is usually conscious, structured, and influenced by social and cognitive factors.
Most English learners in Korea begin studying the language in school, but many continue learning well into adulthood through classes, apps, travel, or work-related needs. For these learners, the journey is shaped by motivation, exposure, learning environment, and emotional factors like confidence or anxiety.
Key Theories in Second Language Acquisition
Several linguistic theories help explain how people acquire a second language:
- Krashen’s Input Hypothesis: Language is acquired through meaningful, slightly challenging input (i+1). Teachers should focus on comprehensible input rather than rote memorization.
- The Affective Filter Hypothesis: Emotions like fear, anxiety, or low motivation can block language learning. A supportive environment is essential.
- The Monitor Hypothesis: Learners use conscious grammar rules to monitor their speech, but real fluency depends on intuitive understanding.
- Interactionist Theories: Emphasize the role of communication and social interaction in language development.
For ESL teachers, knowing these theories can improve how lessons are designed and delivered—especially when working with adult learners in Korea.
How SLA Differs from First Language Acquisition
While first language acquisition is almost effortless, second language acquisition has its own challenges:
| Aspect | First Language | Second Language |
| Age | Infancy to early childhood | Any age (often post-puberty) |
| Environment | Natural and immersive | Often formal and structured |
| Learning Style | Subconscious | Conscious and effortful |
| Speed | Fast and intuitive | Slower and variable |
| Motivation | Survival and social need | Career, education, or personal goals |
Adults often rely more on explicit grammar learning and need more time and repetition. However, they also bring stronger reasoning skills, metacognition, and life experience to the learning process.
SLA and Teaching English to Korean Learners
Understanding second language acquisition helps English teachers support Korean students more effectively. Here’s how:
- Use meaningful input: Choose materials relevant to students’ lives and interests. Avoid random drills.
- Balance input and output: Give learners time to absorb the language before expecting fluent speech.
- Be patient with mistakes: Errors are a natural part of the learning process, not a failure.
- Lower the affective filter: Build a comfortable, friendly class atmosphere. Celebrate effort, not just correctness.
- Incorporate interaction: Pair work, roleplays, and group tasks can increase fluency and confidence.
These strategies help bridge the gap between what students know and how they use it in real life.
Conclusion
Second language acquisition is a complex but fascinating process, especially for adult learners like most Korean English students. While it differs from how we acquire our first language, it offers many teachable moments through motivation, input, and interaction.
By understanding how SLA works, English teachers can create lessons that go beyond grammar rules—focusing instead on real communication, student confidence, and meaningful learning. For anyone teaching in Korea, this knowledge is not just helpful—it’s essential.