Chapter I

INTRODUCTION

Background of the Study

Second language acquisition is the process by which people learn a second language. It is an extremely
complex language process, psychological process, physiological process, and even social process
(Lenahan, 2015), involving many factors such as the motivation, linguistic intelligence, aptitude,
learning styles, self-esteem and the relationship between language itself and language acquisition. In
recent years, in terms of learner factors, many linguistic theoretical researchers and foreign language
teachers have paid more attention to the influence of affective factors on second language acquisition
and have also made in-depth researches and explorations from different angles and aspects
(Mochklas, 2023). It is all expected to provide help to the SLA mainly from the psychological
perspective of the learner so that the learner can obtain theoretical guidance and psychological
support in the process of SLA (Ionin, 2017).

The acquisition of the English language by senior high school students plays an utmost role. The
intellectual behaviors such as feeling, perception, memory, imagination, and thinking of learners
belong to the operating system of cognitive activities (Selvi & Martin-Beltrán, 2016). The state of the
operating system is influenced by affective factors; positive affective factors will make this system
work in the best state. Affective non-intellectual factors such as interest, will and personality belong
to the dynamic system in language cognitive activities, which affects the efficiency of language
learning (Truscott, 2017). Second language acquisition is a phase that adolescence utilize to acquire
their second language, however, it has a dynamic and complex processes that involves various factors
for this age. Meaningful communication in the target language is necessary.
 Natural communication, where speakers don’t worry about the style of their speech, but with the
comprehension and messages they are expressing. Error correction is relevant, its role is not to
eliminate errors but to support the acquisition process, modern perspectives emphasize providing
implicit and explicit feedback tactfully, focusing on facilitating meaningful interaction and
comprehensible input rather than immediate or harsh correction to avoid negative affective reactions
in learners, (Stephen D. Krashen, 2018). Language acquisition is a complex phenomenon influenced by
many different circumstances. People’s pathways for language development are shaped by a complex
interplay of cognitive, social, cultural, and environmental interactions that begin in early infancy and
continue into maturity.

The process of SLA Is influenced by many factors, such as the language learning environment, learning
mode, learning methods and strategies, learning language, and differences in thinking between the
two languages especially the affective factors of the instructors and learners themselves, studies have
shown that human affections are closely related to cognitive processes and any cognitive process is
accompanied by certain affections; meanwhile, affective factors plays a positive and negative role in
human cognitive behavior (Ramazani, Aghajani, Alipanahi, 2014). Language acquisition is a
remarkable and multifaceted process that lies at the heart of human communication and cognition.
Understanding the intricate factors that shape language acquisition is not only about academic
interest but also holds profound implications for education, intercultural communication, and societal
integration.

In this study, the researchers will delve into the complex landscape of language acquisition and
investigate the myriad factors that influence this process. By examining current research literature
and conducting empirical analysis, the researchers seek to shed light on key determinants of language
acquisition across various age, individuality and linguistic environments. Through this exploration, the
researchers aim to contribute to a deeper understanding of second language acquisition and inform
effective pedagogical practices and interventions in language education.
The goal of this research Is to determine the various factors affecting second language acquisition. The
need to conduct this study arises from the diverse affective factors embodied by students to acquire
their second language. In that case, the researchers hope to clarify the mechanisms that underlie
language learning processes and provide guidance for evidence-based treatments and instructional
strategies. The researchers may improve their knowledge of human cognition, communication, and
cultural diversity by deciphering the complexity of second language acquisition and it will help them
to create inclusive environments that benefit language learners of ⁸all ages and backgrounds.

At Gani L. Abpi College, Inc., Senior High School department, students from Science, Technology,
Engineering and Mathematics program are expected to have High-Intellectual Queue in different
disciplines or subject matter. In this study, the researchers will measure the accuracy of this
perspective when it comes to second language acquisition. The teachers of senior high school
department will also have insights to improve and develop their teaching strategies to sustain their
learners’ needs to become proficient in their second language.

Statement of the Problem

This study aims to determine the factors affecting the second language acquisition of the students in
grade 12 Science, Technology, Engineering and Mathematics. Specifically, this study aims to answer
the following questions:

1.) What are the factors affecting the second language acquisition of students in Grade 12
Science, Technology, Engineering and Mathematics in terms of:

[Link];

[Link] intelligence;
 [Link];

[Link] styles; and

[Link]-esteem?

2.) What is the level of second language acquisition of the students in grade 12 STEM in terms of:

2.1 competence;

2.2 vocabulary; and

2.3 comprehension?

3.) Is there a significant relationship between factors affecting the SLA and the level of second
language acquisition among the students in grade 12 STEM at Gani L. Abpi College, Inc.?

Hypothesis of the Study

Ho1: There is no significant relationship between factors affecting the second language acquisition
and the level of second language acquisition among students in grade 12 STEM at Gani L. Abpi College,
Inc.
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