ELT Methodology

Theories of Language Learning

Kathriona, Alifah, Anis, Atikah, Magdeline

 This theory is based on the acquisition and the learning of second language which are subconscious and conscious process respectively.

1) The AcquisitionLearning Hypothesis

Acquisition
1) Games Choose a simple yet fun game that will attract students attention. e.g. : Simon says

Learning
1) Reading a book together in the class As students and teacher read together, encourage students to identify general things in the book such as colours and animals (if any).

2) Song 2) Listening Activity Try to come up with songs that To enhance students listening provide simple lyrics like skills Mary Had A Little Lamb 3) Use short language Teachers should be able to accept one or two word responses .

Activities that can be carried out in the classroom

2) THE NATURAL ORDER HYPOTHESIS

Krashen believes that the evidence in this area shows that teachers should not follow any ordered pattern at all when teaching grammatical structures.

 Learn by yourself We acquire language in a predictable or natural order Grammar structures are acquired in a predictable order L2 learning order is different from L1 order L2 learning adults and children show similar order

MORPHEME STUDIES
Brown (1973) study of L1 Dulay and Burt (1973, 1974) L2

-ing PROGRESSIVE PLURAL COPULA

AUXILIARY ARTICLE
IRREGULAR PAST REGULAR PAST 3RD SINGULAR POSSESSIVE
Krashen's (1977) 'Natural Order' for ESL The Natural Order Hypothesis

3) The Input Hypothesis

This states that ideal language input has three characteristics: (a) The focus is on the meaning, more than on how it is spoken. (b) Speaking emerges on its own when the learners understanding is good enough. (c) The best input is not grammatically sequenced.

 We acquire by comprehensible input (i) + 1 Input Hypothesis relates to acquisition, not learning Focus not on structure but on understanding the message Do not teach structure deliberately; i+1 is provided naturally when input is understood Production ability emerges. Its not taught directly

 Krashen: Comprehensible = of SLA the only true foundation input

Comprehensive input: understanding of input language, that contains a bit beyond the current level of competence. (i + 1)
Speech will emerge once acquirer has built up enough comprehensible input

Evidence for Input hypothesis: (Krashen, 1985a)

People speak to children acquiring 1st language in certain ways People speak to L2 learners in certain ways L2 learners often go through an early Silent Period Difference in language acquisition success reflected in younger/older learners from comprehensible input

Evidence for Input hypothesis: (Krashen, 1985a)

The more comprehensible input, more L2 proficiency Opposite goes for lack of comprehension input Teaching methods are dependent on comprehensible input Immersion teaching works as the input is comprehensible For bilingual programs to be successful, comprehension input is necessary.

Activity that can be carried out:

Use of more complex materials

4) THE MONITOR HYPOTHESIS

(explain the relationship between acquisition & learning)

Subconscious & intuitive process (ACQUISITION) to construct the system of language

Conscious LEARNING PROCESS which learners ATTEND to form, figure out rules & aware of their process

MONITOR : -Aspect of LEARNING PROCESS -It will edits or make

corrections as theyre consciously perceived

Prepared by : Atikah Munirah Abdul Karim (2 PISMP TESL 3)

Krashnen believes that FLUENCY in 2nd language performance due to what weve acquired , not what weve learned

There must be enough time

Learner must know the rule

Focus must be on FORM and not on the meaning

So, THE MONITOR HYPOTHESIS is suitable for the LEARNING PROCESS because learners attend to FORM and FIGURE OUT RULE

Prepared by : Atikah Munirah Abdul Karim (2 PISMP TESL 3)

5) The Affective Filter Hypothesis

a. Low affective filter

low affective filter

ENVIRONMENT

Relaxed atmosphere (e.g: sing-a-long, two ways interaction with teachers)

Students - receive more input

OUTCOMES/ RESULTS

they may interact with confidence

REASONS

errors are tolerated

focus on fluency not accuracy

AFFECTIVE FILTER

Stressed atmosphere

Less speech - students stutter and lacking in confidence

Focus on grammar accuracy. The students take time to think upon delivering their speech