Toward A Theory of Second Language Acquisition

 Second Language Learning – a intertwined with learning a

complex process that there are so many second culture.
separate interrelated factors within one 8) The acquisition of
intricate entity that it is exceedingly communicative competence is
difficult to bring order and simplicity to in many ways language
that “chaos” (Larsen-Freeman, 1997)
socialization- ultimate goal of
Building Theory on SLA:
L2 learners.
9) The linguistic contrasts
 Yorio (1976) – proponent of the between the native and target
Taxonomy of the Classification of the language form one source of
Learner Variable difficulty in learning L2.
 Taxonomy of the Classification of the
Learner Variable – shows different
HYPOTHESIS and CLAIMS:
domains of inquiry that must be
included/considered in SLA theories  Theories of SLA – interrelated
(Age, Cognition, Native Language, input, set of hypotheses or claims
Affective Domain, Educational Background) about how people become
proficient in a second language
DOMAINS and GENERALIZATION:  Lightbown’s10
A set of domains of Generalizations about Second
consideration in a theory of SLA Language Learning:
include: 1) Adults and adolescents can
1) General understanding of what "acquire" a second language.
language is, what learning is & what 2) The learner creates a
teaching is. systematic interlanguage that
2) Knowledge of how children learn their is often characterized by the
L1. same systematic errors as
3) Understand the differences [those of] the child learning
between adult and child the same language as the first
learning and between first language, as well as others
and second language based on the learner's own
acquisition. native language.
4) General principles of human 3) There are predictable
learning and intelligence sequences in acquisition so
controls to second language that certain structures have to
learning be acquired before others can
5) Personality- the way people be integrated.
view themselves and reveal 4) Practice does not make
themselves in communication. perfect.
6) Affect quantity and quality of 5) Knowing a language rule
L2 learning. does not mean one will be
7) Learning a second able to use it in
language is often intricately communicative interaction.
 6) Isolated explicit error  Learners’ errors should be
correction is usually corrected as soon as they are
ineffective in made in order to prevent the
changing language formation of bad habits.
behaviour.
7) For adult learners,
acquisition stops-
“fossilizes”- before
the learner has achieved
nativelike mastery of the
Krashen’s Input Hypothesis –
target language.
one of the most controversial
8) One cannot achieve
theoretical perspectives in SLA
nativelike command of a
FIVE SLA HYPOTHESIS
second language in one hour
ACCORDING TO
a day.
KRASHEN:
9) The learner’s task is
enormous because language  ACQUISITION-
is LEARNING
enormously complex. HYPOTHESIS
10) A learner’s ability to - Acquisition. Subconscious
understand language in a and intuitive process of
meaningful context exceeds constructing the system of
his or her ability to language
comprehend decontextualized - Learning. Conscious
language and to produce learning in which learners
language of comparable attend to form, figure out
complexity and accuracy. rules, aware of their own
MYTHS ABOUT SLA process.
 MONITOR HYPOTHESIS
 Languages are learned “Monitor”
mainly through imitation. involved in
 Parents usually correct young learning, not
children when they make acquisition
errors.  A device for
 People with high IQ’s are “watchdogging
good language learners. ” one’s output:
 The earlier a second language Editing
is introduced in school Making alterations, or
programs the greater the Corrections (consciously perceived)
likelihood of success in  Explicit and intentional learning
learning. are largely avoided, as it is
 Most of the mistakes that presumed to hinder acquisition.
second language learners  Once fluency is established,
make are due to interference optimal amount of monitoring
from their first language. or editing be employed by
learner.
  NATURAL ORDER can verbalize complex rules governing
HYPOTHESIS language
- We acquire language rules in INTERACTION
a predictable or natural order HYPOTHESIS (MICHEAL
 INPUT HYPOTHESIS LONG, 1985-1996)
- Krashen’s recommendation: speaking not A social constructivist
be taught directly or very early in language perspectives emphasize the
classroom. Speech will emerge once dynamic nature of the interplay
acquirer has built enough comprehensible between learners, their peers, and
input (i + 1). their teachers, and others with
 AFFECTIVE FILTER whom they interact.
HYPOTHESIS MODIFIED INTERACTION
- Environment where anxiety is low Interaction between native
defensiveness absent is equivalent to speakers with L2 learners.
best acquisition Native speakers corrects the
individual as they hear them
MCLAUGHLIN’S ATTENTION speak with erroneous sentence
PROCESSING MODELS – a more construction
sound heuristic for conceptualizing Native speakers slow down
language acquisition process and one speech for L2 learners for
that avoid any direct appeal to a comprehension checks
consciousness continuum L2 learners should learn to
communicate with sense
FOCAL=EXPLICIT IMPLICATION OF THE SLA
PERIPHERAL=IMPLICIT THEORIES
Practitioners are thought of as
EXPLICIT – one’s knowledge about teachers who are out there sin
language classroom everyday stimulating,
IMPLICIT – information that is encouraging, observing and
automatically and spontaneously used in assessing real-life learners.
language task They are made to feel that they
- enable learners to perform language are the recipient of a researcher
but not necessarily to cite rules or therorist’s findings and
governing the performance prognostications with little to
offer in return
UNANALYZED
KNOWLEDGE=IMPLICIT
General from in which we know most
things without being aware of the
structure of that knowledge

ANALYZED
KNWOLEDGE=EXPLICIT
Learners are overtly aware of the
structure of analyzed knowledge. They