Theory of second language acquisition

Second Language Acquisition

Theory of Second Language Acquisition

Steven Krashen's (1997) Theory of Second Language Acquisition is made up of five main hypotheses: the Acquisition-Learning hypothesis; the Monitor hypothesis; the Natural Order hypothesis; the Input hypothesis; and the Affective Filter hypothesis (1997). The Acquisition-Learning distinction is the most basic of all the aforementioned hypotheses and the most widespread among linguistics and other professionals of language studies. After using this method in a classroom with high school students, the acquisition-learning theory is quite significant when it comes to acquiring a second language.

Acquisition and Learning are, according to Kashen (1997), two distinct systems when it comes to learning a second language. The "acquired" system is the product of a subconscious process that Kashen describes as similar to what happens when a child is learning their first language. "It requires meaningful interaction in the target language -- natural communication -- in which speakers are concentrated not in the form of their utterances, but in the communicative act" (1997). This is one of the reasons that it is so effective to have a classroom where natural communication is allowed. Considering how we learn a first language, by picking up words from our parents and from others, mimicking, and remembering words and phrases, the acquisition theory is obvious. The "learned" system, on the other hand, is the product of formal teaching and it is consists of a "conscious process which results in conscious knowledge 'about' the language, for example, knowledge of grammar rules" (1997). This is important as well, but in order to learn rules there has to be some grasp of the language already. We don't learn grammar rules until we are already in school and have been speaking for a few years already.

The Monitor hypothesis can be used to examine the link between acquisition and learning, explaining the influence that learning has on acquisition. 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 language acquisition while the negative ones can raise the "affective filter," creating a sort of "mental block" that can inhibit second language acquisition (1997).