5 Important Things You Should Know About Second Language Acquisition
In educational literature, the term Second Language Acquisition (SLA) is defined in various ways, influenced by factors such as socio-cultural aspects, the specific language being learned (e.g., second, third, or fourth language), and whether the learning occurs solely in a classroom.
Table of Contents
Acquisition-Learning Hypothesis
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Let's examine SLA theory through the lens of Stephen Krashen's five hypotheses:
Acquisition-Learning Hypothesis
Krashen proposes two mechanisms for language development. The first is an unconscious process akin to absorbing one's native language. Krashen contrasts this with conscious language learning, often seen in traditional classrooms. He advocates replicating the conditions of "acquisition" in the learning environment.
Monitor Hypothesis
The term "monitor" refers to the brain's editing function. It checks utterances against prior knowledge and corrects if necessary. Three conditions must be met for the monitor to be effective: the speaker has time to analyze, is focused on using correct language forms, and possesses knowledge of the rules.
Natural Order Hypothesis
There's a natural order to language acquisition/learning. Empirical findings suggest learners typically acquire language structures (grammar) in a predictable order. However, this doesn't necessarily mean we should teach in that order.
Input Hypothesis
A crucial hypothesis suggesting how we progress from one language acquisition level to the next. It emphasizes moving from the current level of knowledge to a higher one through meaningful context. New knowledge (i+1) should be presented in a communicative context for better understanding.
Affective Filter Hypothesis
This hypothesis addresses barriers to learning, shaped by internal and external factors hindering language acquisition. To ensure successful acquisition, it's vital to keep the students' affective filter low. External factors, like classroom noise, and internal factors, such as anxiety and low self-confidence, can raise this filter.
By understanding these hypotheses, educators can better facilitate effective language acquisition.
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