Second language acquisition

theories

Popular beliefs
(Lightbown & Spada,1993)
1. Languages are learnt mainly through imitation.
2. Parents usually correct young children when
they make errors.
3. People with a high IQ are good language
learners.
4. Early start in L2 learning brings more success.
5. Most mistakes learners make in L2 derive from
interference of the L1.
6. Learners errors should be corrected as soon
as they occur to prevent bad habits.

Criteria for a theory of SLA/SLL

(Long, 1990)
Account for
1. universals.
2. environmental factors.
3. age, acquisition rate and proficiency.
4. cognitive and personal variables.
5. learning as well as acquisition.
6. other varibles besides exposure and input.
7. interlanguage systemacity.
8. the varied cognitive processes involved in
acquisition.

An Innatist model:
Krashens Input Hypothesis
(1977-1997)

Aspects:
1. The Acquisition-Learning Hypothesis

Conscious vs. Unconscious

No interface
2. The Monitor Hypothesis
3. The Natural Order Hypothesis

4. The Input Hypothesis

Comprehensible input i+1

Emergence of speech
5. The Affective Filter Hypothesis

Low stress and anxiety

Criticism of Krashens model

What is conscious or unconscious learning?

(McLaughlin, 1978, 1990)
Is there no interface? (Gregg, 1984)
Zero option for grammar? (Ellis, 1997)
Comprehensible input= language learning success?
- intake
- Seliger (1983): High and Low Input Generatiors
- Lapkin (1995): Output Hypothesis
How to define i+1?
Waiting for speech to emerge?

A Cognitive model:
McLaughlins Attention-Processing Model
(1978-1990)
Controlled
Focal

Automatic

formal rule learnig

Peripheral implicit or analogic

learning

test situation

communication

 Controlled

processes:
- Capacity limited and temporary
- Focus on new skills (driving)

Automatic

processes:
- Relatively permanent
- Automatising or restructuring info
used together (cf. Krashens no interface)

Both

can be focal and peripheral

Controlled and automatic processing can be used
interchangeably

A Social Constructivist Model:

Longs Interaction Hypothesis (1996)
Major

claim: Comprehensible input results from

modified interaction:
- slow-down
- comprehension checks
Go down the subway do you know the word subway?
- clarifications/repair requests
Did you say to the right?
- paraphrase
Could you give me a hanky- you something
to wipe
my nose with?

Relation

between interaction and

acquisition
Awareness, autonomy and
authenticity
Contexts of interaction are carefully
designed
Individual learner language through
a socially constructed process

A Humanistic Approach:
Rogerss Humanistic Psychology (1951)
Involving

the whole person in the

learning process
Non-threatening environment
Fully functioning person
Shift of focus from teaching to learning
Learning to learn autonomy and
responsibility
Delegating rights of decision to learners

Teachers as facilitators
establish interpersonal relationships
with learners

are real and genuine (congruent)

give up their role as controller

appreciate learners as valuable

individuals

communicate openly and empathically

Criticism of Rogers
Non-directive

approach, discovering
everything too time-consuming
Non-threatening enviroment eliminates
facilitative tension (competition)
Learner training!

Paolo Freire (1970)

Empowerment

of students in

- negotiating learning outcomes

- cooperating with teachers and learners
- engaging in critical thinking
- relating learning material to their own
reality