1Acquisition

Learning Implicit.

Subconscious.

Informal situations.

Uses grammatical “feel”.

Depends on attitude.

Explicit.

Conscious.

Formal situations.

Uses grammatical rules.

Depends on aptitude.

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Krashen´s Theory of 2nd Language Acquisition. Krashen´s Theory of 2nd Language Acquisition consists

of five main hypotheses:

The Acquisition – learning hypothesis.

The Monitor hypothesis.

The natural order hypothesis.

The input hypothesis.

The Affective Filter hypothesis.

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Krashen´s Theory of 2nd Language Acquisition. The Acquisition – learning hypothesis.

This hypothesis says

that

There are two independent systems

The learned system The acquired system is

The product of formal instruction and a conscious process.

is

The product of a conscious process.

Krashen says that “learning” is less important than acquisition.

Krashen´s Theory of 2nd Language Acquisition. The Monitor hypothesis.

Everyone has a monitor that tells them when something is good or bad. It requires these conditions: time, knowledge and focus on form.

MONITOR Conditions(you need…)

TIME KNOWLEDGE

FOCUS ON FORM

Have time to think. Know the rules (not have forgotten it).

Feel a need to use the correct form.

Krashen´s Theory of 2nd Language Acquisition. The Monitor hypothesis.

TYPES OF LEARNERS THAT USE THE MONITOR.

OPTIMAL MONITOR USER Uses the monitor appropriately.

UNDER MONITOR USER Does not care about correcting.

OVER MONITOR USER Uses the monitor all the time.

Krashen´s Theory of 2nd Language Acquisition. The natural order hypothesis.

This is a natural, predictable order in which people acquire language. It is the same for each person and independent of the instruction program.

Krashen´s Theory of 2nd Language Acquisition. The input hypothesis.

People acquire a language by receiving comprehensible input.This input should be slighly ahead of a learner´s current state of knowledge( i + 1 ).

+ INPUT

1

i

Krashen´s Theory of 2nd Language Acquisition. The Affective Filter hypothesis.

When the learner is experiencing high anxiety, low - esteem or low motivation, the filter turns on and causes the learner to block out input.

INPUT INPUT

MOTIVATION

SELF - STEEM

ANXIATY

FILTER HIGH

FILTER LOW

MOTIVATION

SELF - STEEM

ANXIATY

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Swain´s Output hypothesis. Output is a sign of learning and creates opportunity for each of the 3 functions.

Output promote noticing, the gap between what is said and what the learner wants to say.

Output test hypotheses of the learners and permits experimentation with the gap.

Learning happens through reflection on what happened with the experiment.

Stage characteristics Approximate time frame Teacherprompts

Preproduction The student•Has a minimal comprehension •Does not verbalize•Nods “yes” & “no”

O-6 months Show me?Circle the?Where is?Who has?

Early production The student•Has limited comprehension•Produces one or two word responses•Participates using key words and familiar phrases•Uses present-tense verbs

6 months – 1 year •Yes-no questions•Either –or questions•One or two word answers•Lists•labels

Intermediate fluency The studentHas excellent comprehensionMakes few grammatical errors

3-5 years What would happen if?Why do you think?

Advanced fluency The student has a near-native level of speech

5-7 years Decide if..Retell

Speech emergence The student •Has good comprehension•Can produce simple sentences•Makes grammar and pronunciation errors •Frequently misunderstands jokes

1-3 years Why?How?ExplainPhrase or short-sentence answers

CALP Cognitive Academic Language Proficiency

Los estudiantes deben siempre tener tareas en este cuadrante.

(Escritura de textos)

Reducida en contexto

No demandante cognitivamente

Cognitivamente Demandante

Apoyada en contexto

BICS Basic Interpersonal Communication Skills Tareas simples, mecánicas, Especialmente útil para estudiantes con dificultades

Los estudiantes bilingües necesitan la mayor cantidad de trabajo acá de manera que se asegure la comprensión mediante procesos concretos y ricos en contexto

Los estudiantes Bilingües deben ser llevados a lo largo de este eje para asegurar la comprensión

Ejercicios repetitivos como planas, dictados, desprovistos de contexto, poco significativos y poco demandantes a nivel cognitivo.

Cummins, J (1981)

The Common Underlying Proficiency Theory (The Iceberg

Analogy)

Context Embedded and Context Reduced Communication

• Context embedded communication exists when there is a good degree of contextual support in communications, e.g. body language, gestures, intonation etc.

• Context reduced communication there are very few clues to meaning outside language.

Length of time needed to achieve age-appropriate levels of contexts-embedded language proficiency

Level of language proficiency

Monolingual child

Second language learner

Length of time

Development of context embedded second language fluency

Length of time needed to achieve age-appropriate levels of contexts-reduced language proficiency

Level of language proficiency

Monolingual child

Second language learner

Length of time

Development of context-reduced fluency.