B.

The Causative Variable in Second Language Acquisition

follows:

1. Acquisition is more important than learning.

-The statement "Acquisition is more important than learning" is reflective of Stephen Krashen's theory
of second language acquisition, which distinguishes between acquisition and learning as two different
processes. According to Krashen, acquisition refers to the subconscious, implicit process of language
development that happens naturally through exposure to comprehensible input, while learning refers to
the conscious, explicit process of acquiring language rules and explicit knowledge about the language.

Krashen argued that acquisition is more important than learning in the context of language
development. He believed that language acquisition, which occurs through meaningful input and is
driven by the innate language acquisition device in the brain, is the primary way in which language is
internalized and becomes automatic. In contrast, learning, which involves explicit instruction and
conscious effort to understand language rules, plays a secondary role in language development.

Krashen's theory suggests that language learners benefit most from exposure to authentic and
meaningful language input that is slightly above their current level of proficiency, as this promotes
language acquisition. In this view, the emphasis is on providing learners with opportunities for exposure
to comprehensible input and creating an environment that encourages language acquisition through
immersion and meaningful language use.

However, it's important to note that there are different perspectives in the field of second language
acquisition, and not all researchers may fully agree with Krashen's views. Some scholars argue that both
acquisition and learning are important and can complement each other in the language development
process. Explicit instruction and conscious learning can provide learners with explicit knowledge about
the language and help them understand language rules, which may facilitate language production and
accuracy in certain contexts.

Ultimately, the importance of acquisition versus learning may vary depending on the learner's individual
characteristics, the context of language learning, and the specific language being acquired. Some
learners may benefit more from an emphasis on acquisition, while others may require more explicit
instruction and learning. It's essential to consider individual differences and provide a balanced
approach that takes into account both acquisition and learning in second language instruction.

2. In order to acquire, two conditions are necessary. The first is comprehensible (or even better,
comprehended) input containing i + 1, structures a bit beyond the acquirer's current level, and second,
a low or weak affective filter to allow the input "in".

The statement is reflective of Krashen's input hypothesis, which suggests that in order for language
acquisition to take place, two conditions are necessary:
 1. Comprehensible input: According to Krashen, language input should be comprehensible,
meaning it can be understood by the learner, but it should also contain slightly more advanced
structures (i + 1) that are slightly beyond the learner's current level of proficiency. This
challenges the learner to go beyond their current level and acquire new language forms and
structures. It is believed that learners acquire language most effectively when they are exposed
to input that is just beyond their current level, as it helps them gradually develop their language
skills.

2. Low affective filter: Krashen proposed that affective factors, such as motivation, self-confidence,
and anxiety, can influence language acquisition. A low affective filter, which means the learner
has low levels of anxiety and high levels of motivation and self-confidence, is considered
beneficial for language acquisition. When learners are relaxed and motivated, their affective
filter is low, and they are more open to processing and internalizing the input they receive,
allowing the language to "sink in" and be acquired more effectively.

Krashen argued that when both these conditions are met, learners are more likely to acquire language
naturally and unconsciously, without the need for explicit instruction or conscious effort. The input
hypothesis emphasizes the importance of meaningful, comprehensible input and a supportive affective
environment in promoting language acquisition.

However, it's important to note that the input hypothesis and the concept of affective filter are theories
and not universally accepted as absolute truths in the field of second language acquisition. Different
researchers may have different views on the factors that contribute to language acquisition, and the
field continues to evolve with ongoing research and new insights.

This is equivalent to saying that comprehensible input and the strength of the filter are the true
causes of second language acquisition. Other variables may relate to second language success, that is,
we may see positive correlations between other variables and measures of achievement in second
language, but in all cases in which language acquisition is attained, analysis will reveal that the
relationship can better be explained in terms of comprehensible input plus filter level.

The statement suggests that comprehensible input and the strength of the affective filter are the
fundamental causes of second language acquisition, and other variables may only show positive
correlations with language achievement, but ultimately can be better explained by the role of
comprehensible input and the level of the affective filter.

According to Krashen's input hypothesis, comprehensible input that contains language structures slightly
beyond the learner's current level of proficiency is crucial for language acquisition to occur. When
learners are exposed to input that is understandable and slightly challenging, it promotes language
development and acquisition.

Additionally, the affective filter hypothesis suggests that affective factors, such as motivation, self-
confidence, and anxiety, can influence language acquisition. When the affective filter is low, learners are
more relaxed and motivated, allowing them to process and internalize input more effectively.

The statement argues that while other variables may show positive correlations with language
achievement, ultimately, the relationship between these variables and language acquisition can be
better explained by the role of comprehensible input and the level of the affective filter. In other words,
while other variables may be related to language success, they are indirectly linked to the availability of
comprehensible input and the affective filter's level.

It's important to note that this statement reflects Krashen's theories, which are not universally accepted
in the field of second language acquisition. There are alternative theories and perspectives that may
emphasize the role of other variables, such as individual differences, language aptitude, and social
context, in second language acquisition. The field of second language acquisition is complex and
multifaceted, and ongoing research continues to deepen our understanding of the various factors that
contribute to language learning and acquisition.

In this section, we will perform such an analysis, looking at several factors that have been shown to
relate to success in second language acquisition. We will see that not only can they be re-analyzed,
but that the comprehensible input + filter explanation helps to solve some apparent problems and
contradictions in the research literature.

( Gawa framework)

let's perform an analysis of several factors that have been shown to relate to success in second language
acquisition, using the lens of comprehensible input and the affective filter explanation.

1. Language input: As per Krashen's input hypothesis, language input that is comprehensible and
slightly beyond the learner's current level of proficiency is crucial for language acquisition.
Research has shown that learners who are exposed to ample and meaningful input in the target
language tend to have better language acquisition outcomes. This supports the idea that
comprehensible input is a key factor in second language acquisition.

2. Affective factors: The affective filter hypothesis suggests that affective factors, such as
motivation, self-confidence, and anxiety, can influence language acquisition. Learners who are
motivated, confident, and have low levels of anxiety tend to have a lower affective filter, which
allows them to be more open to processing and internalizing input. This can lead to more
successful language acquisition outcomes.

3. Individual differences: Research has shown that individual differences, such as age, cognitive
abilities, and learning styles, can affect second language acquisition. However, these individual
differences can also be understood in terms of comprehensible input and the affective filter. For
example, younger learners tend to be more naturally adept at language acquisition due to their
brain plasticity, but they still require comprehensible input and a supportive affective
environment for optimal acquisition. Similarly, learners with higher cognitive abilities may be
able to process and internalize input more efficiently, but they still need input that is
comprehensible and a low affective filter for optimal acquisition.

4. Social context: The social context in which language acquisition takes place can also impact
success. Learners who have opportunities to use the target language in authentic, meaningful
communicative situations tend to have better language acquisition outcomes. This can be
understood in terms of comprehensible input, as authentic communicative situations provide
opportunities for exposure to comprehensible input, and a supportive affective environment, as
authentic situations can enhance motivation and reduce anxiety.
By analyzing these factors through the lens of comprehensible input and the affective filter, we can see
how they align with Krashen's theory and help to explain some apparent problems and contradictions in
the research literature. For example, seemingly contradictory findings regarding the impact of age on
language acquisition can be better understood in terms of the availability of comprehensible input and
the level of the affective filter. Similarly, the role of individual differences can be seen as interacting with
the quality of input and affective factors.

It's important to note that comprehensible input and the affective filter are not the only factors that can
influence language acquisition, and there may be other complex interactions at play. However, analyzing
various factors in light of these concepts can provide a coherent framework for understanding language
acquisition outcomes and help to reconcile apparent contradictions in the research literature.

We will begin with the effect of language teaching on second language acquisition, then examine
variables relating to exposure (length of residence in the country where the language is used and
reported use of the second language), and then turn to age. Finally, we will consider Schumann's
acculturation hypothesis, to see whether it too can be reanalyzed in this way.

let's analyze the effect of language teaching, exposure variables (length of residence and reported use of
the second language), age, and Schumann's acculturation hypothesis in light of comprehensible input
and the affective filter.

1. Language teaching: Research has shown that explicit language teaching, such as grammar
instruction and vocabulary drills, may not necessarily lead to language acquisition. Krashen
argues that explicit teaching may only result in "learning," which is the conscious knowledge of
language rules, but not "acquisition," which is the unconscious internalization of language.
According to Krashen's theory, comprehensible input is the key to language acquisition, and
explicit teaching may not always provide input that is comprehensible and engaging to learners.
Therefore, the effectiveness of language teaching may be better understood in terms of the
quality of input provided and the affective filter of learners.

2. Exposure variables: Length of residence in the country where the language is used and reported
use of the second language have been shown to impact second language acquisition. However,
these factors can also be understood in terms of comprehensible input and the affective filter.
Longer exposure to the target language may provide more opportunities for comprehensible
input, as learners are immersed in the language and exposed to authentic language use.
Similarly, reported use of the second language may indicate higher levels of motivation and self-
confidence, which can result in a lower affective filter and better language acquisition outcomes.

3. Age: The role of age in second language acquisition has been a topic of debate in the field of
linguistics. According to the Critical Period Hypothesis, there is a specific window of time in early
childhood during which language acquisition is optimal. However, Krashen's theory suggests
that age may not be the determining factor, but rather the quality of input and the affective
filter of learners. Older learners can still acquire a second language successfully if they are
provided with comprehensible input and have a low affective filter. Therefore, the role of age in
second language acquisition can be re-analyzed in terms of the interaction between input,
affective factors, and individual differences.
 4. Schumann's acculturation hypothesis: Schumann's acculturation hypothesis suggests that the
degree of acculturation or integration into the culture of the target language community can
impact second language acquisition. Krashen's theory aligns with this hypothesis, as a positive
affective filter, which includes a sense of belonging and integration into the target language
community, can lower the affective filter and enhance language acquisition. Therefore, the
acculturation hypothesis can be understood as an extension of the affective filter concept,
where a positive acculturative experience can contribute to language acquisition.

By analyzing these variables in light of comprehensible input and the affective filter, we can better
understand their impact on second language acquisition outcomes. This approach helps to reconcile
apparent contradictions in the research literature and provides a coherent framework for explaining the
role of these variables in language acquisition.