SLA process

Providing Grades and Feedback to Second Language Students

By Elvis Rafael

"A different language is a different vision of life." -Federico Fellini. This quote highlights the

complexity of second-language acquisition, where learners are not just memorizing vocabulary

and grammar but constructing an entirely new way of perceiving and expressing the world.

Understanding this process is crucial for educators who provide grades and feedback to L2 students, ensuring their assessments support learning rather than hinder progress.

This document in question, explores second language acquisition (SLA) theories with a focus on

psycholinguistic theories and their implications for providing feedback and grading L2 (second-

language) students.

It emphasizes the processes of mental grammar development and lexicon construction, offering guidance on how instructors should approach language errors in student writing.

Theories on Second Language Acquisition. There is no single agreed-upon SLA theory, but all theories highlight the importance of: Authentic language models, Scaffolded instruction, Contextualized grammar and vocabulary teaching. Psycholinguistic theories emphasize learner-internal processes, particularly the construction of mental grammar and lexicon.

Mental Grammar: Refers to the subconscious internalized rules of a language. Different from prescriptive grammar, which consists of formal rules (“never split an infinitive"). 

Constructed through exposure and interaction with the target language. Learners subconsciously compare language input with innate linguistic knowledge (Universal Grammar).

Mental grammar develops gradually

and is constantly revised through feedback and further exposure.

Learners may struggle to self-

correct errors if their mental grammar is incomplete. 

Lexicon (Mental Dictionary): A storehouse

of words, morphemes, and set phrases (idioms). Each item contains information on sound, meaning, syntax, and morphology.

The extent to which bilinguals have separate or shared lexicons is debated. Lexicon develops through exposure and direct instruction, though contextual learning is more effective. An incomplete lexicon may cause word misusage, even if grammar knowledge is strong.

Implications for Feedback and Grading: L2 students may struggle with self-correction

due to incomplete grammar and lexicon. Determiner use ("a," "the") is particularly difficult to

master. Personality, motivation, and learning style also affect L2 writing performance. Instructors should provide constructive feedback that aligns with the SLA process rather than penalizing students for non-native errors. Grading should consider the challenges of language acquisition and aim to support language development.

In conclusion, providing grades and an evaluation to second-language students requires an understanding of the complexities of mental grammar development and lexicon construction. Since language acquisition is a gradual and often inconsistent process, L2 learners may struggle with self-correction due to incomplete internalized rules and lexical gaps. Therefore, instructorsshould adopt a supportive and flexible approach, prioritizing constructive feedback over rigid adherence to prescriptive grammar rules. By acknowledging the challenges of SLA and offering

scaffolded instruction, educators can create an environment that fosters linguistic growth and academic success for multilingual students.