No 9.

1. Explain the distinction between acquisition and learning. What is, according to Krashen, the
relationship between the two processes, and their potential value for developing communicative
competence in the target language?

Acquisition subconscious, we acquire language through listening and talking to people. When we live in target
language environment there is no focus on linguistic form.
Learning conscious process. Usually take place in classroom there is focus on teaching grammar, vocabulary
etc. Conscious learning of rules with error correction.

According to Stephen Krashen:

Adults get to know language in two ways: acquisition and learning. Learning cannot become acquisition (separate
processes). More useful is acquisition, because it is responsible for fluency and helps us use/produce language
spontaneously. Learning can only edit or monitor what we said.
2. What are the claims of the Input Hypothesis and what bearing do they have on language instruction?

Input Hypothesis it explains how acquisition takes place when learners are exposed to comprehensible input.
According to Input Hypothesis, it doesnt make sense to teach students to speak because if
you provide them with comprehensible input speaking will emerge on its own.
3. What is comprehensible input?

Comprehensible input input that can be understood with afford. Its a little bit more difficult than our current
level of language development. Krashen claims that it is necessary condition to learn
language.
4. Explain the difference between input and intake.

Input all the language we are exposed to.

Intake language we use for acquisition, part of input.
5. Discuss the criticisms that researchers have leveled against Krashens hypothesis.

Criticisms against Krashens hypothesis:

- some researchers claim that learning can in fact become acquisition,
- long-term retention is impossible without a certain degree of consciousness,
- its difficult to say what is conscious and subconscious.
- in classroom there are students in different level and teacher must rely on his intuition.
6. What are the differences between HIGs and LIGs (Seliger 1983) and how do they affect the process of
language learning?

HIGs (High Input Generators) they use language in classroom and beyond it. They find contact with native
speakers, speak a lot, use language more. They are better in language learning its against Krashens hypothesis.
LIGs (Low Input generators) opposite to Higs. They dont usually speak and contact with native speakers.
Worse in language learning.

7. What is the Interaction Hypothesis and how does it account for the process of language acquisition?
Interaction Hypothesis two ways in which speaking can contribute in language learning:
1) One way in which speaking can help the process of acquisition is by making input comprehensible only when
necessary - when learner needs it (interaction make input more comprehensible). This happens through the
process of negotiation of meaning.
2) The other way in which negotiation of meaning assists language acquisition is that it enables the learner to see
the gap in his linguistic knowledge in the process of noticing. Negotiation of meaning can lead directly to
language acquisition.
How does negotiation of meaning help with learning? (takie moe by pytanie, chodzi o te dwa sposoby)
8. What is negotiation of meaning and how does it assist the process of developing second language
proficiency?
Negotiation of meaning interactive work done by interlocutors to overcome communication breakdown, explaining
e.g.:
- I bought a mincer yesterday.
- A mincer.
- You know the thing that helps you cut meat into small pieces.
9. What are clarification requests, confirmation checks, comprehension checks, self- and other-repetitions?
How do these devices aid the process of negotiation.
Devices to start negotiation of meaning:
- confirmation check repeating phrase with rising intonation, e.g. A mincer?
- clarification request e.g. Can you explain what do you mean? What?
- comprehension check e.g. Do you understand? Do you get it?
- repetition
10. In what ways, according to Swain (1985), can learners output contribute to the process of language
acquisition?
Output hypothesis Swain claims that comprehensible input is not enough, there has to be comprehensible output.
When you understand language you process language semantically. You focus on the
meaning semantic processing.
When you produce language you process the language syntactically. You focus on grammar,
syntax syntactic processing.
She said that its not enough only to speak:
o Pushed output output that is precise, correct and appropriate. Teacher pushes student to produce correct
language