Some Vietnamese Viewpoints upon Second Language Acquistion Theories in Language Contact Environment

International Journal of Language and Linguistics 
2015; 3(4): 222-229 
Published online June 13, 2015 ( 
doi: 10.11648/j.ijll.20150304.15 
ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online) 
Some Vietnamese Viewpoints upon Second Language 
Acquistion Theories in Language Contact Environment 
Tran Thi Thanh Dieu 
Faculty of English Linguistics and literature, University of Social Sciences and Humanities, Viet Nam National University , Ho Chí Minh 
City, Vietnam 
Email address: 
thdieu2003@yahoo.com (T. T. T. Dieu), thanhdieutt@hcmussh.edu.vn (T. T. T. Dieu) 
To cite this article: 
Tran Thi Thanh Dieu. Some Vietnamese Viewpoints upon Second Language Acquistion Theories in Language Contact Environment. 
International Journal of Language and Linguistics. Vol. 3, No. 4, 2015, pp. 222-229. doi: 10.11648/j.ijll.20150304.15 
Abstract: This study focuses on the interference between the theories of second language acquisition by the native speakers 
(such as: Behaviorist's theory, Nativist's theory, Interactionist's theory, Information Processing theory, Vygotsky's theory, 
Halliday's theory, Sociolinguistic's theory) and the viewpoints of the non-native speakers (e.g. Vietnamese) who study a native 
language (e.g. English) as a second language or foreign language. Moreover, based on the summary table of the second 
language acquisition theories, the viewpoints of non-native speakers are analyzed to find out which theories adapt the 
viewpoints of the learners, being really the ones who acquire second languages. Last but not least, the effects of learning 
process and of learners on second language acquisition are explored for illustration. 
Keywords: Imitation, Reinforcement, Reward & Punishment, Habit Formation, Thinking, Self producing, Motivation 
1. Introduction 
Walt Whitman has put that “Language is not an abstract 
construction of the learned, or of dictionary-makers, but is 
something arising out of the work, needs, ties, joys, 
affections, tastes, of long generations of humanity, and has its 
bases broad and low, close to the ground” (2011: 429) [6]. 
This proves that it is not easy to study a language and more 
difficult to study a second language or a foreign language 
now that every language in the world has its own 
characteristics which are nearly completely different from 
one another. For instance, English tends to be a stress-timed 
language with rhythmic patterns based on a fairly regular 
recurrence of stressed syllables. However, Vietnamese tends 
to give equal weight to each syllable, making the rhythmic 
patterns appear to be more syllable-timed [1]. 
To solve this problem, many linguists have created their 
theories of second language acquisition, such as Behaviorist's 
theory, Nativist's theory, Interactionist's theory, Information 
Processing theory, Vygotsky's theory, Halliday's theory, 
Sociolinguistic's theory. However, most of them are native 
speakers with English as their mother tongue whereas non-
native language speakers (e.g. Vietnamese who study English) 
face lots of difficulties due to the differences in linguistic 
features and negative transference. 
Therefore, being Vietnamese who study English as second 
language or foreign language in some cases, we would like to 
analyzed the effects of our learning process as well as 
learners on second language acquisition based on our beliefs 
about the nature of language, the learning process and our 
learners. These factors are explored both as individuals and 
as members of society, in the reflect understanding and 
thinking about the various theories of second language 
acquisition explored. 
Nobody would think of questioning the advantages of 
these theories, but non-native speaker is a vexed question. 
We strongly believe in the effect of these second language 
acquisition theories. However, as a proverb goes: "Seeing is 
believing", we would like to do a research to prove the 
advantages of these theories and to find out which suitable to 
which phase of learning. We also hope to convince teachers 
to use these theories in teaching language in general and 
second language in particular. 
2. Aims and Theoretical Background of 
Research 
2.1. Theoretical Background of Research 
Language is a system of interrelated terms, the underlying 
International Journal of Language and Linguistics 2015; 3(4): 222-229 223 
code which ensures that people can speak and understand 
each other [4]. It has social underpinning and is an operative 
system embedded in brain of everyone who has learnt a given 
language. This system is a network of relationships which 
characterized as being of the two kinds: "syntagmatic" (i.e. 
items are arranged in the consecutive, linear order) and 
associative, later termed "paradigmatic" (i.e. the organization 
of units in a deeper fashion dealing with grammatical and 
semantic relations) [6]. Language is emphasized as a system 
of (arbitrary signs and the central part of overall science of 
sign relations or semiotics (following CS. Peirce's 
terminology). Language as socio-semiotic presents language 
as functioning as an expression of and metaphor for, the 
social processes which it creates and the social contexts in 
which it occurs. Inherent in the socio-semiotic approach to 
language description is the notion of language as a dynamic 
process. 
In the other words, language is a system of recourse 
(consisting of first, the simultaneous lexico-grammar (words 
and grammar) which has three aspects consisting of 
transitivity (things, even, circumstance, mood (structure, 
elements, theme-rheme, cohesion) and second, the generic 
structure of text) to make the three simultaneous meaning 
(consisting of idealtional-representing experience and logic 
as well as interpersonal-exchanging information and goods-
and-services, expressing position and textual-organising the 
flow of information) in context. Th ...  Zone of proximal Development 
(ZPD) of Vygotsky’s philosophy to check the result of 
learning process [12]. 
We are also in favour of the view about the difference 
between ‘learning process’ and ‘acquisition process’. 
Learning process is a more conscious process, but acquisition 
process is subconscious. Many people have the same learning 
process because they are studying in the same class, for 
instance, our students, but they have the different acquisition 
process because of different of innate ability of learning 
(different LAD-different innate ability of human mind to 
make sense of things- different IQ), different prior 
knowledge (background knowledge-UG), different way to 
study, different effort, different environment & situation. And 
I think this is also the reason why there are many objects to 
homework [12]. They say that if the pupils are given the 
same homework but they do the homework in different 
situation, for instance, one does the homework in a very 
comfortable room with air-conditioning but the other must do 
the homework in a small house in a labour-area with noise, 
how can we compare the result and does the result really 
reflect the learners ability or quality? 
We can see the importance of the situation in this case. If 
we live in a place where people use that language in 
communication, the progress will happen faster and more 
easily. For instance, the immigrants from Vietnam, we 
usually call them "the Vietnamese oversea", when they live 
in Vietnam they spoke English very badly, but since they 
came to America to live they have been able to speak much 
better. Therefore, communication or interaction is an 
important factor to gain input through Negotiation of 
meaning of Michael Long's Interaction Hypothesis with 
many strategy such as: comprehension check, Confirmation 
check, Classification request, Request for repetition, self 
repetition or paraphrase [12]. 
About the result of learning process, we find something 
logical in the Imput hypothesis of Nativist philosophy [14]. 
Comprehensible input must be i+1, i+2. i+3.Because "i" is 
something like prior or background knowledge, without 
International Journal of Language and Linguistics 2015; 3(4): 222-229 227 
"+1,+2" no progress happen. This comprehensible 
enables acquisition and then output created (speaking, 
writing) is the result of and also the contribution to 
acquisition (comprehensible output) providing opportunities 
for Hypothesis testing that help learners confirm or reject 
their ideas about the language. This Output Hypothesis of 
Merill Swain gives a step to make the learning process 
become a circle with the main and last goal is Acquisition the 
language, illustrated as follows: 
Figure 2. The Output Hypothesis of Merill Swain - Interactionist's theory. 
In short, in our opinion, language learning should be 
divided into two phases: The first phases for beginners who 
are trying to store the background knowledge by behavioral 
observation then imitation by repeating and constant drilling 
until become habit. To a certain level, it's also the second 
phase, with enough knowledge of vocabularies, grammar 
rules., learners will become more self-controlled to create 
their own sentences that are influenced by their 
background knowledge, feeling, emotion, attitude, and social, 
cultural factors as well as motivation. 
4.2. Effects of Learners on Second Language Acquisition 
Language learners are, first and foremost, human being. 
Therefore, through the experiment of teaching beginners and 
intermediate learners, using the points of some second 
language acquisition theories, we have found out the 
following points. 
First, we would like to analyze the individual 
characteristics of the language learners. We do not quite 
agree with the Behaviorist view that people are like animals 
although they are more complex beings [12]. Our philosophy 
runs quite parallel to Cognitive here as we believe that 
human being has innate ability of human mind to make sense 
of thing and thinking (= cogitation) that makes people unique 
and different from animals. We also believe in the existence 
of the Language Acquisition Device (LAD), and Universal 
Grammar (UG) of the Nativist's point of view or the IQ as 
Vygotsky's that can be regarded as the Internal factors. But In 
my opinion, the view of Critical Period Hypothesis (CPH) is 
open to doubt. The interactions think that L2 is different from 
L1 because of the CP. When studying L2, the CP appears and 
learners must rely mainly on the external factor [12], [14]. 
Howerver, we usually wonder if there is the existence of 
Critical Period and especially the time when this happen. 
May we show our opinion on this point through our own 
experience of learning L1 and L2. In our opinion, people 
learn L1 better and quickly than L2 partially because of the 
context of using language. When learning the mother tongue, 
learners have more chances to listen to the language and use 
language everyday with all people in society and every 
minute with everyone in the family. That can be called 
constant repetition, constant practice. At this point, the 
Behaviorism is parallel to our view. But when studying L2, 
the chance of listening, speaking, practising and using 
language is fewer or in some case, it's rare and of course the 
result must be different, the progress is slower. We began 
studying the L2 (or exactly we call it the foreign language) at 
the age of 7 so we found difficult to remember the word or 
the grammar rule. However, when we little grew up, we felt 
easier to learn by heart and when we become older and older 
we could remember and especially understand the grammar 
rules of the foreign language more easily and quickly. 
Moreover, after we gain some background knowledge, we 
could create our own way to master the rules to teach my 
own students. This happens not only to English but also to 
other subjects. When we were young, we found difficult to 
learn by heart the text in Vietnamese or to write a good essay. 
However, the older we are the better we compose the literary 
text. Therefore, we do not think the second or foreign 
language learning capacity is limited by the Critical Period. 
However, in our opinion, the ability of learning decreases 
when we become rather old, at the time our brains are so 
tired after a long time working so hard. It's also the time our 
body become biologically weaker because of old age, the 
228 Tran Thi Thanh Dieu: Some Vietnamese Viewpoints upon Second Language Acquistion Theories in Language Contact Environment 
biological rule. In the other word, it begins when we are old 
and our memory device can not work well anymore. 
Another example is our learners’ cases. They are at the 
same age and study in the same class, but their progress is 
different. Some have very good results, but some do not 
because they are different in the innate abilities of learning 
(different LAD, different innate ability of human mind to 
make sense of thing, different IQ). They also have different 
prior knowledge (background knowledge-UG), different 
ways to study, different efforts, different environments and 
situations [12]. This reminds us the second factor that also 
has strong influence on learner is the social factor. 
Second, as Halliday's point of view, a child in particular 
and human being in general is a social factor, not just a 
thinker. Human being has the social characteristics because 
they are members of a particular family, community, and of 
course of society. We can say that language learner is a 
“social being”. They are subjects that have feeling and 
emotion so they are certainly influenced by the external 
factors such as the culture, ethnicity. The learner's social 
identity may be defined in terms of his nationality, socio-
economic class.. Therefore, no-one can deny that the social 
identity has a strong affect on his learning opportunities and 
practise, as well as his attitudes towards the language and 
hence, his motivations and capacity to learn it. 
To illustrate this point of view, we can use the two cases of 
the Singaporean and Vietnamese, who learn English. They 
have different nationalities and live in the two different 
countries that have different attitudes towards English. 
Singaporeans almost consider English as their official 
language used very widely for many purpose: education, 
government and business, so Singaporeans have more 
opportunities to use English. Moreover, they also have a clear 
purpose to study English that leads to the motivation and of 
course it's easier and quickly for them to get progress or 
fluency. Whereas in Vietnam, English is not widely used so 
Vietnamese quite naturally have few opportunities to use or 
to improve English. Therefore, they hardly have purpose for 
learning as well unless they are in special jobs or situations 
where they have to meet foreigners who speak English. 
Last but not least, we would like to explore the importance 
of "Motivation" in the Sociolinguistic's theory, which 
contribute much to our learning. There are lots of factors that 
can play the role of Motivation: intrinsic and extrinsic, 
integrative and instrumental motivation reduced in a small 
word "purpose" [12]. No-one can doubt that our existence 
depends completely on our effort. However, what we can do 
is just concentrating all our best on studying to get as much 
knowledge as possible, the only hope from which we can use 
to apply for a job. Therefore, our purpose is knowledge, the 
factor helps us to earn for living. Knowledge is our desire so 
It may be called the "intrinsic motivation". In addition, the 
factor leading to our "intrinsic motivation" is our background, 
our situation, our fate  which no-one can choose so it 
should be called "extrinsic". Moreover, we use our 
knowledge to earn for living so this is the "instrumental 
motivation". Last but not least, the desire of existence in the 
society is also the desire of integration. In short, we may 
point to the fact that "motivation" plays the very important 
role in our learning. 
5. Conclusion 
Nothing is more valuable than a logical point of view 
which helps finding a right belief leading to a right progress 
and a satisfied result. Therefore, this research has been done 
although many things may be still irrational in our points of 
view as non-native speakers learning second language. 
However, based on the viewpoint of language acquisition, 
and through our learners’ and our own experience as learners, 
as well as language teachers, we have found that every theory 
is logical in a certain point. The Behaviourism has a 
contribution to the beginners' progress; whereas, the 
cognitive view is relevant to the learners at the second phase 
after they have accumulated enough background knowledge 
for their own creation of the language. The reason is that 
every language has its own rules of formation affected by not 
only what in human's mind as internal factors but also the 
external factors, the environment in which learners exist, 
following the view of Vygotsky and Halliday. As a result, we 
should not has a so strict critic on any theories despite their 
limit since no-one can deny that everything that has existed 
or used to exist has their own logical point. Sometimes we 
find it absurd, but time always passes so everything must be 
changed to make what we used to think logical become not 
logical anymore now because of the change of contexts. As a 
result, "Nếu ta bắn vào quá khứ bằng súng luc, tương lai sẽ 
bắn lại ta bằng đại bác" generally translated into English as 
"if we fire to the past by a gun, the future will fire to us by a 
cannon". As a result, as a proverb goes “we should not just 
see others' mistakes but be blind at our own” so what we 
should do is just analyzing everything to find their strength 
for us to apply and their weak points for us to prevent from. 
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