Describe how the verb argument structure(VAC)subject+verb++lo… is learned by a second language learner?

why or how based on Ellis and Larsen-Freeman(2009) and Eskilsden(2008) all make the case that second language learning emerges from usage, from a learner's experience with a language

These are all an attempt to explain the connection between cignition, language and society or how acquisition occurs in SLA. Rather than a description, it is an explanation.

Second language learning depends on many things: it is gradual and nonlinear. It depends upon the student's apge, aptitude, attitude, motivation, personality, input, cognitive style and learning strategies.

The first thing my classes would do was to analyze the type of learning each student had. Some learn visually and therefore must SEE what is to be learned. Others learn orally and need to HEAR what is to be learned. Still others learn kinesthetically, which means it is necessary to be physically involved (TPR, total physical response, for example) and still others are a combination of these.

Repetition is a key factor (usage/experience) because language has to be used/communicated.

Consider how you learned your native language. The steps are similar - hearing it before seeing it, because the written word can interfere with the pronunciation. The last step is in writing the language. The natural learning process is to keep relearning so each time less is forgotten.

Hopefully, some of this will clarify what you wanted to know.

Sra

The process of learning the verb argument structure (VAC) subject+verb++lo by a second language learner involves a combination of exposure to the language and a learner's experience with using the language. According to Ellis and Larsen-Freeman (2009) and Eskilsden (2008), second language learning is believed to emerge from actual usage rather than being solely acquired through explicit instruction.

Here's a step-by-step explanation of how a second language learner may learn the VAC subject+verb++lo structure:

1. Exposure to the Language: The learner needs to be exposed to the target language and observe how native speakers use the VAC structure in natural communicative situations. This could happen through various means such as interactions with native speakers, listening to authentic materials like podcasts, watching movies or TV shows, or reading books and articles.

2. Noticing Patterns: During exposure to the language, the learner starts noticing recurring patterns in how the subject, verb, and direct object (lo) are positioned in sentences. Through repeated exposure, the learner begins to recognize the typical word order and the relations between different elements of the sentence.

3. Practice and Production: Once the learner has noticed the VAC structure, they need opportunities to actively practice using it themselves. This can be done by engaging in conversations, writing exercises, or participating in language classes or language exchange programs where they can actively use the VAC structure in meaningful contexts.

4. Feedback and Correction: During the practice stage, learners may receive feedback and correction from language teachers, native speakers, or language learning resources. This feedback helps them reflect on their language use and make adjustments to improve their understanding and production of the VAC structure.

5. Integration and Consolidation: Gradually, with continuous exposure, practice, and feedback, the VAC structure becomes increasingly integrated into the learner's linguistic repertoire. With continued usage, the learner's understanding and proficiency in using the structure become more automatic and natural.

The key idea in Ellis and Larsen-Freeman (2009) and Eskilsden (2008) is that second language learning is seen as an emergent process, arising from a learner's engagement with the language in meaningful ways. They argue that learners acquire language skills by actively using the language and being immersed in communicative situations. This aligns with the idea that language learning is a social and functional process, where learners develop their proficiency through real-life language use rather than relying solely on explicit instruction.