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The Natural Order hypothesis posits that there is a "natural order" that is predictable when it comes to acquiring grammatical structures. The Input hypothesis is completely in relation to the Acquisition hypothesis and it is especially vital to the understanding of how one learns a second language. Krashen (1997) believes that "if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i' plus 1" (1997). This means that if students are at different levels, they can learn, essentially, from those who are more proficient.
The fifth and final hypothesis, Affective Filter, has to do with Krashen's belief that a number of "affective variables" play a role, though not a fundamental one, in second language acquisition. Some of these variables, according to Krashen, could be positive self-image, confidence or lack of confidence, low or high motivation, etc. The positive factors can lead to better second...
The classroom interaction has been successful as there is not recitation or lecturing involved and many of the older students enjoy the feeling of being more relaxed while they learn at the same time. Krashen's last hypothesis, the affective filter, illustrated that when learners are free of anxiety and feel confident, it is easier for them to acquire a second language. Using a very conversational style of teaching as well as being in an interactive environment has transformed the level of speaking with the students.
References:
Krashen, Steven. (1997). Principles and practice in second language acquisition.
Prentice-Hall International.
The sociocultural perspective is based on the work of Vygotsky who asserted that the mechanism underlying development, including linguistic development, occurs through social interaction (Eun and Lim 17). Learning occurs when "an individual interacts with an interlocutor within his or her zone of proximal development (ZPD) -- that is, in a situation in which the learner is capable of performing at a higher level because there is support from
" (Collier, 1995) Academic work through the progression of each grade brings expansion to the vocabulary, sociolinguistic, and discourse dimensions to the language higher cognition. Academic knowledge and development "transfer from the first language to the second language" (Collier, 1994) making it more efficient that academic work is developed through the first language of the student with teaching of the second language occurring during other times of the school day
These people are also, reportedly, more creative, and also excellent at problem solving. One Moroccan individual was injured in an accident, she was a bi-lingual, and she could speak both French and Arabic before the accident. During her recovery, she found to her amazement, tat she could speak French one day but not Arabic, and one day, Arabic and not French. After three months, she could speak both fluently. Today,
" Stated to be indentified in this framework are three categories of knowledge that represent "key components in the process of cognitive appraisal" which are those of: 1) Person knowledge; 2) Task knowledge; and 3) Strategy knowledge. Task knowledge is stated to "acknowledge the successes or failures in one's learning. Person knowledge is related to one's learning abilities and knowledge about internal and external factors that affect the success of failure in one's learning."
The acculturation model developed by Schumann (1978) consists of a taxonomy of variables that were developed based on the concept that both social (group) and affective (individual) variables are the primary causative variables as shown in Table __ below. In this regard, the term "acculturation" is used to refer to the learner's positive identification with, and hence social and psychological integration with, the target language group. For instance, Schumann
Bilingualism: First and second language acquisition theorists Experience as a bilingual person The term bilingual is used for the individuals that are having a command over more than one communication system. The learning process for the second language is elaborated in the work below. The detailed definition of bilingualism and work of first and second language theorists is also presented in the relevant sections. Later, the influence of reading through the literature and