Posdast - ep 5 - Podcast Tiếng Anh chậm rãi us thuyết

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In today episode, we’re gonna talk about second

language acquisition. What does this the word
“acquisition” mean? Well, this come from the verb
“acquire”, “to acquire”. To acquire something means to
get it or to obtain it. So, for example, if I say, “in my last
job, I acquired a lot of skills and knowledge this just
means that in my last job, I got these things. I got new
skills and I learned new things, knowledge. So, we’re
gonna talk about second language acquisition. And in
specific, we’re gonna talk about Stephen Krashen’s
theory of second language acquisition. Stephen Krashen
is one of the most famous linguists in the world. A
linguists is someone who works with language. So, he’s
one of the most famous linguists in the world because if
this theory. And so, this theory is something that people
debate about. Not everyone agrees with it 100%, but it’s
a very important theory in the world of language
learning. So, we’re gonna talk about that today, and
we’re gonna talk about the five hypotheses that he
includes in this theory. So, each of these hypotheses
gives us a little bit of information about the process of
acquiring a language. So, this should be a very interesting
episode for all of you since you’re all learning English. So,
I think will be fun for you to learn about. Alright, let’s get
started.

Okay, so the first hypothesis that is included in this

theory of language acquisition is the acquisition/ learning
hypothesis. So, this hypothesis talks about the different
between acquiring a language and learning a language.
So, acquiring a language is a subconscious process. It’s
something that we don’t realize is happening. It’s
happening, but we’re not aware of it. In English, when
we say that you’re “aware of” something, this just means
that you know that it’s there, you know about it, you’re
conscious of it. So, we’re not really aware of the process
acquisition a language. Right. Like when babies start
speaking their first language, they don’t really realize
how they’re learning that language. They don’t realize
that they’re acquiring vocabulary and grammatical
structure. They don’t really know that this is happening.
They just start speaking and they start to get better at
their first language. So, this is acquisition. Learning, on
the other hand, is the process where you actually learn
the rules of the language. You actually learn the
grammar, you learn the structure you learn about the
language. So, Stephen Krashen makes a big distinction
between these two processes. So, acquisition is the
process that actually makes you fluent in a language.
Learning doesn’t actually make you fluent. This is
something that just teaches you about the language, you
know the rules, you know about the language, but this
doesn’t mean that you can actually speak the language
fluently. So, he makes a big different between these two
processes. One interesting example that he includes to
demonstrate this difference is an experiment that was
done. I might not remember correctly because it’s been a
couple of years since I read his book but if I remember
correctly they did an experiment where they had English
learners sit down and look at a screen. And on that
screen they showed them multiple pictures of things, of
objects or animals or things like that. and then, they
asked the student, or the learner, to say what they saw
on the screen, but in a full sentence, like “that is an
orange”, “that is a dog”… and then, after they did this
with all these learners, thy asked them if they knew the
rule about when to use the article “a” and when to use
the article “an” right, “a” or “an”. And what was
interesting is that many of these English learners who
knew the rule, who knew that “a” is used before nouns
that start with a consonant sound and “an” is used
before nouns that start with a vowel sound these student
who knew these rules didn’t actually say the sentences
right when they saw the imagine on the screen. So
afterward, they were able to explain the rule correctly,
but when they weren’t thinking about the rule, when
they were just doing this experiment they didn’t actually
use the rule correctly, however, there was another
learner who didn’t know the rule. Afterward, he gave the
wrong answer about when you need to use “a” and when
you need to use “an”. He gave a completely incorrectly
answer but he actually said all of the sentences correctly
when they showed him the pictures. So, this
demonstrates that you don’t need to know rules in order
to speak correctly, or speak fluently. This is the different
between acquisition and learning. When you acquire the
language, you don’t necessarily learn the rules. Right.
And if you learn the language, this doesn’t mean that you
actually know how to use the rules in real time when
you’re not thinking about them. So, this is one
experiment that shows the different between acquiring a
language and learning a language. So obviously, we want
to acquire the language that we’re trying to learn. We
don’t want to just learn acquire it. We actually want to
acquire it and become fluent in it.

Alright, so the next hypothesis is the monitor

hypothesis. So, a “monitor” is someone or something
that tries to observe and see if everything is going okay.
This is a monitor. So, this hypothesis is that, as language
learners, we have thus type of monitor in our brain. And
when we’re speaking the language that we’re trying to
learn, this monitor can tell us what the rule is, or it can
tell us that we just made a mistake, or we need to use
certain structure. It’s that little voice in your head that is
trying to correct your grammar while you’re speaking.
And this comes from learning. This is not part of
acquisition. This is part of learning. Once you learn some
grammatical rule, for example, your monitor in your
brain might try to tell you the right way to use that
structure when you’re speaking. Okay. So, the problem
with this is that there are only certain occasions when
the monitor works well. For example, if you don’t have
enough time to think about the rule, this monitor can’t
help you when you’re speaking right, it will be too fast.
You can’t really think about the rule when you’re having
a normal conversation. So, you can’t really recall these
rules. The word “recall” in English just means remember.
So, that’s one problem. And then another problem is that
you might not actually know the rule. You might think
you know the rule, but you haven’t seen enough real
example of it. And so, this monitor can actually cause you
to say the wrong sentence. I’ve seen this many times
with my students, where they say the right sentence
correctly, and then they try to correct themselves and
then they say an incorrect sentence after they correct
themselves. This is an example of how the monitor can
go wrong. And then another issue with this monitor that
we have is that most language learners either use this
monitor too much, or they don’t use this monitor
enough. So, my students who use this monitor too
much… it’s very to have a conversation with them
because they speak really slowly, and they’re trying to
think of all the rules the whole time that they’re speaking
and it’s not an easy conversation. And then my students
who use the monitor too infrequently, who don’t use it
enough they just make a million mistakes when they’re
speaking, and they just speak as fast as possible without
really thinking about what they’re saying. And they make
a ton of mistakes. So, there are very few English learners,
who actually use the monitor correctly, who can actually
correct themselves when they’re speaking and prepare
the right structures for their sentences, but who don’t
use it too much or slow down their speech because
they’re constantly thinking about the rule. There are very
few language learners who can really use this monitor
correctly when they’re having a normal conversation.
That’s why in most of my conversation with students,
they’re either talking way too much time to say their
sentences because they’re overusing the monitor or they
have millions of mistakes because they’re not using this
monitor at all. So, this is the monitor hypothesis, and it
shows that we can have knowledge of grammar, and this
can help us when we’re in conversation but this is not
what makes us actually speak fluently in conversation.
 Okay, so the next hypothesis is the natural order
hypothesis. So, this hypothesis say that, as language
learners, we acquire different structures and different
grammatical elements in a kind of natural order that
doesn’t correspond to what we think we learn first and
second and third. So, in school, if you take an English
class you usually follow the same order every time in
every class. You start with the Present Simple and then
you do the Present Continuous and so on. In English,
when we say “and so on”, this is like saying,… Right. So,
we have this idea about what we should learn first and
second and third, but this doesn’t actually match up with
the natural order of how we acquire things in language.
So, one really good example of this is that in English,
when we conjugate a verb in the third person singular,
we add an “s”, right? “I walk”, “he walks”, “I run”, “he
runs”, for example. And many many students have a lot
of trouble with this “s”. Right. Many English learners still
say the sentence “he go” or “she talk”, even if they’re at
an intermediate level, or sometime at an advanced level.
They still make this mistake occasionally. And that’s
because this rule of the third person singular in English is
actually something that is very difficult. Students acquire
this very late in the language learning process. And so,
because of that, students feel very discouraged. They
think this rule is super easy, it’s super basic, and they
don’t know why they’re still making mistakes with it. But
in reality, this rule is not easy for learners to acquire.

This is one of the last rules that English learners

actually acquire. So, this shows you that the natural
order of how we acquire grammar does not correspond
to our idea of what the logical order is. So obviously, this
is the problem because in school you’re taught in a very
specific order and your teacher might be trying to force
you to understand something or not make mistakes with
a certain grammatical element that is actually very
advanced, right. So, that’s the natural order hypothesis:
that we acquire grammar in a different way than that
you’re probably thinking. And the next hypothesis is
extremely important. This is the input hypothesis. So, the
word “input” in this context of language learning just
refers to learning and reading, right, consuming English.
So, this hypothesis is that we can only acquire language
when we are receiving input… so, when we’re listening or
when we’re reading. We don’t acquire language when
we are speaking or writing. These things are good and
these things are necessary, and we have to practice with
them and improve in those areas. But the way that you
actually acquire grammar, vocabulary,… is through
listening and reading. It’s through input. And you can’t
just listen to anything. If you’re at an intermediate level,
and you’re listening to something very basic, very
beginner, you’re not going to benefit from this. You’re
not gonna acquire a lot from that content. So, Stephen
Krashen proposes this specific model called “I plus one”.
So the letter “I” represents your current level of English
or your current level of listening comprehension. And
then the “plus one” just refer to one level above, one
level above your level. So, he says that the best way to
acquire language is when you’re listening to or reading
content that is just one level above your current level.
So, for example, if you understand 80 or 90% of
something, and you don’t understand 10 or 20% of
something, this will be really good content for you ti use
to help you acquire more vocabulary and more
grammatical structures. Because if you understand 80 or
90% of something, you have enough context to help you
understand the other part that is new for you. But if you
only understand 40% of something, you don’t have
enough context to help you understand the other 60%.
So, when you listen or read, the best content that you
can use is content that’s a little bit above your level,
right? If you can understand maybe 70 to 95%of that
material, it’s probably very good for you to use because
you’ll learn a lot of new vocabulary and grammar just
through context, just through listening. So, this is why I
created this podcast, because I hope it’s very good
resource for you to listen and to try to understand
content that probably isn’t too difficult for you, but
there’s probably 5%, 10%, 20% of the episode that you
might not understand without using transcript. And then
you can look at the transcript and see those words that
you didn’t understand the first time. Or maybe, you can
already understand those words from just listening,
hearing the sentence, and you already understand 90%
of the sentence, and that helps you understand the other
10%. So, this type of resource is very helpful for you in
acquiring language. So, this podcast is very good input for
you to help you increase your level of English. So, the last
hypothesis is the affective filter hypothesis. This just
refers to the fact that there are certain factors in our
lives that make it easier or harder to acquire a language.
For example, when we’re anxious, when we have
anxiety, or we’re nervous, or stressed, this is very bad for
language acquisition. Our brain doesn’t acquire much if
we’re in this state of mind, if we’re anxious, if we’re
stressed,… so, it’s very important to try to lower your
anxiety level, lower your stress level when you study a
language because you’ll acquire more. Another example,
is if you’re extroverted person, meaning you like to
socialize you like to talk to people, it’s actually easier for
you to acquire a language than someone who’s an
introvert, right? An introvert is someone who doesn’t like
to be in social situations too often. They like to be by
themselves a lot. This type of person is gonna have a
harder time of acquiring a language. But of course, they
can still do this, right? They just need to try to maximize
their other strengths to help them. And one other factor
could be motivation. If you have really good motivation,
a reason why you’re learning a language, this really helps
you succeed in acquiring that language. If you don’t have
good motivation to learn a language then you’re
probably gonna have a more difficult time acquiring that
language. So, that’s the affective filter hypothesis.
 So, those are the five hypothesis of Stephen
Krashen’s theory of second language acquisition. So, just
to summarize, it’s really good for you to use input, right,
text or audios that are a little bit above your level to try
to acquire vocabulary and grammar naturally, right? Not
to just learn rules, but to actually acquire the language.
Your brain is going to do this without you even knowing.
You won’t even realize that it’s happening. This is what
we want when we’re trying to acquire a language, right?
Try not to be too stressed. Make sure you’re in a good
state of mind. Make sure you’re not pressuring yourself
to learn certain grammatical elements right now,
because maybe that’s not part of the natural order of
how we learn grammar. And make sure that your
monitor is not overactive or underactive. Try to use this
knowledge of rules in the optimal way to improve your
ability to converse, right? Don’t try to correct yourself
too much. But make sure that you’re thinking a little bit
about your correctness when you’re speaking. Okay? So,
hopefully this episode was interesting for you and
hopefully you understand now, why this type of podcast
is such a good resource for you. This is why I’m making
these episode because I really believe in this method. If
you listen to these episodes and repeat them, and learn
the new vocabulary from them naturally, this will be an
awesome way for you to acquire English. Aright,
remember to become a member or super member of the
listening time podcast on our patreon page. You can find
the link to that I the episode notes. So if you become a
member or super member, you’ll receive extra podcast
episodes and seminars and it will help you improve your
listening even faster.