Second Language Acquisition
-the distinction between acquisition and
Stephen Krashen
-Prof emeritus of University of Southern
California
-linguist, activist, educational researcher
-published 350 plus papers and books
credited various concepts and terms in
second language acquisition
-in his home state in california an
educational policy became increasingly
hostile to bilingualism, he responded
with research critical to the new policies
public speaking engagement and
newspaper editors
-by 2006, he submitted 1,000 letters to
editors
“was bilingual education eight students
with english and now it's your december
4th thumbs down blinds quote education
and poorly educated parents and quote
for the reported to find and literacy
among hispanics in the united states
whatever the cause is not bilingual
education study after study has
demonstrated that english learners and
bilingual education programs typically
acquire english faster and those all
english programs in fact and last year
three major studies have appeared in
scientific journals confirming mass
bilingual education uses the child's first
language in a way that accelerate
english language development any sign
this letters stephen krashen america's
university of southern california los
angeles”
-he feels that teachers are the
The Acquisition learning Hypothesis
learning hypothesis
-most fundamental
-widely known among linguists
2 independent systems
Acquisition/ Acquired system
-product of subconscious process
-requires meaningful interaction, natural
communication
-speakers focus not on a form of
utterance, not on their grammar but the
communicative act itself.
-similar when the child first learns their
first language
Learning/ Learned System
-conscious process results to conscious
knowledge of language
-Product of formal instruction
-Knowledge of grammar rules
-Krashen is not against learning another
language
-is that learning is less important than
acquisition, we must provide real and
authentic, meaningful opportunities for
students to really use second language
Natural Order Hypothesis
-describes 2 natural phenomena that
are interrelated
Based on research findings in 1970s
Suggested that acquisition of
grammatical structures follows a natural
order
-for a given language some grammatical
structures are acquired early or late, this
order seems to be independent from
the learners age.
-that second language acquisition that
are required in 4 stages
a. Pre production stage aka silent
period- they don't know a single
word of english
b. Early production stage- able to
answer with one word
c. Speech emergence stage-
entering to the intermediate level
Able to answer in short
sentences
d. Intermediate fluency stage
Much more fluent, speaking in
compound and complex
sentences and fewer
pronunciation and grammar
errors
The Monitor Hypothesis
-explains the relationship between
acquisition and learning and influence of
learning to acquisition
L+1 is your first language, your native
language, or your mother tongue. You
are a native speaker of that language.
-the role of the monitor should be minor.
Being used to correct deviations from
speech and give speech to be polished
Is easier when ur doing it in writing than
speaking
The Input Hypothesis
-attempt to explain how the learner
acquires the second language
-focuses on acquisition not learning
-try putting a comprehensible input
-The learner improves along the natural
order when they receive second
language input that is one step beyond
their current stage of linguistic
competence.
The Affective Filter Hypothesis
-that a number of affective variables play
a role in 2nd language acquisition, such
as motivation, self-confidence and
anxiety.
Learners of high motivation are better
equipped to succeed with 2nd language
acquisition. With a low affective filter.
Learners of low self-esteem can
combine to raise the affective filter and
form a mental block that prevents
comprehensible input. High affective
filter and language acquisition will be
impeded.
Lecture Notes

-we don't only teach them the now, we

need to have a bottom approach in
language teaching.

-Individually matters in teaching.

When will we acquire it?

We acquire the language when we
communicate and accept

Where?
Learn it unconsciously.
Acquired in natural setting