Sharonda Walker Texas Woman’s University

Sharonda Walker
Texas Woman’s University
•Acquisition-Learning
•Monitor
•Natural Order
•Input
•Affective Filter
• Hypothesis: The belief that English
Language Learners (ELLs) 'acquire' and
'learn' the target language.
– To 'acquire' the language, the ELLs
subconsciously process the target
language based on feelings (Lightbown
& Spada, 2006, p.36).
– 'Learning' the language is when the
ELLs are aware that they are processing
the target language through formal
instruction and rule learning
(Lightbrown & Spada, 2006, p. 36).
• Hypothesis: The belief that acquisition results
when the English Language Learners (ELLs)
can consciously correct errors while speaking
in the target language.
– The ELLs are able to understand the
grammar rules associated with the target
language in order to correct their errors by
acting as an editor or 'monitor' (Lightbown
& Spada, 2006, p. 37).
• Hypothesis: Krashen's belief that English
Language Learners (ELLs) acquire the
target language in predictable sequences.
However, the ELLs may be able to acquire
the target language early on, or it may
develop later in the acquisition process
(Lightbown & Spada, 2006, p. 37).
• Hypothesis: Based on
comprehensible input (language
that a learner can understand) that
is provided to the ELLs that is
above their level of understanding.
This does not take place through
learning, but through acquisition
(Lightbown & Spada, 2006, p. 37).
• Hypothesis: The belief that the English
Language Learners (ELLs) ' affective filter '
must be maintained at a low level in order
for them to acquire the target language. The
'affective filter' is a barrier that prevents the
ELLs from acquiring the target language
(Lightbown & Spada, 2006, p. 37).
• Positive self-confidence, high motivation,
and low anxiety (stress) must be maintained
in order for the ELLs to progress through
the acquisition process (Lightbown &
Spada, 2006, p. 37).
• One of the principal critics of Stephen
Krashen's second language acquisition
theory has been Barry McLaughlin. In
"Conscious" versus "Unconscious" Learning,
McLauglin disagrees with Krashen's
Acquisition-Learning hypothesis.
• McLaughlin believes that ELLs learn the
target language through "rule" or "feel;”
that the ELLs are feeling their way through
the target language and can recognize the
grammar "rule" while speaking
(McLaughlin, 1990, pp. 619-620).
• In the article Myths and misconceptions
about second language learning, McLaughlin
states that younger is not always better
when acquiring a second language
(McLaughlin, 1992, p. 129).
• Beginning language instruction early
for English Language Learners (ELLs)
gives them more exposure to the target
language; however, this does not
predict language acquisition
(McLaughlin, 1992, p. 129).
• Rod Ellis is another researcher that does not
fully support Krashen's second language
acquisition theory. In Principles of instructed
second language acquisition, Ellis believes that
implicit and explicit knowledge play a role in
language acquisition and that Krashen's
"monitor" hypothesis does not take these
two concepts into consideration (Ellis, 2008,
p. 3).
• Ellis states that input of implicit knowledge
needs to be incorporated into language
acquisition and not entirely focused on
Krashen's "comprehensible input,” (Ellis,
2008, p. 4).
• In Anniversary article : Classroom SLA
research and second language teaching,
Lightbown discusses ten generalizations
from SLA research that favors and
opposes certain aspects of Krashen's
second language acquisition theory.
• Lightbown concurs with Krashen that
ELLs 'acquire' the target language;
however, she and other researchers
believe that ELLs can acquire the target
language 'incidentally.' (Lightbown, 2000,
p. 439).
• In Anniversary article : Classroom SLA
research and second language teaching,
Lightbown and other researchers
agree with Krashen's belief that
reading is a positive medium to
promote comprehensible input
(Lightbown & Spada, 2000, p. 440).
• ELLs should be provided
comprehensible input above their
current level of understanding as
stated in Krashen's input hypothesis
(Lightbown, 2000, p. 443).
• In the article Pedagogies Proving Krashen’s Theory of
Affective Filter, Grace Hui Chin Lin, believes
that language acquisition can be effective and
efficient for ELLs when the experience is
relaxing and provides means in which they
can be confident and motivated (Lin, 2008, p.
117).
• Lin believes that in order for Krashen’s
affective filter theory to be effective, there
must be a connection between ELLs’ interests,
self-esteem, attitudes and motivation to
promote confidence in the language
acquisition process through the use of games,
music, and movies (Lin, 2008, p. 115).
C URRENT RESEARCH
• Supplementing Krashen's SLA
Theory, written by Xiao-Yue-Hai,
discusses Krashen's second language
acquisition theory. Yue-hai believes
that Krashen’s SLA theory can have a
better outcome if a few elements were
added.
• Yue-Hai believes that L1 can promote
comprehension, reading, and writing in
L2; that when L1and L2 are utilized
together, L2 acquisition is obtained
more efficiently and effectively due to
prior knowledge (Yue-hai, 2008, p. 17).
• In the article, Supplementing Krashen's
SLA Theory, Yue-hai believes that
Krashen’s SLA theory does not address
how children and adults acquire a
second language (Yue-Hai, 2008, p.17).
• Yue-Hai believes that children acquire a
second language by listening, speaking,
reading, and writing in this order.
Adults, on the other hand, acquire a
second language by reading, listening,
writing, and speaking (Yue-hai, 2008, p.
17).
SLA in the Classroom
• Principle 6: Successful instructed language
learning requires extensive language input
(Ellis, 2008, p. 3). This principle states that
language learners must be exposed to the
new language in order to acquire it.
• The new language needs to be present
inside the classroom and the schools need
to provide resources to aid in language
acquisition, such as extensive reading
programs and self-access centers (Ellis,
2008, p. 4).
SLA in the Classroom
•Principle 9: Instruction needs to
accommodate the individual
differences of language learners (Ellis,
2008, p. 5). Learning will be more
successful when the instruction is
matched to the ELLs’ particular
aptitude for learning and when the
ELLs are motivated (Ellis, 2008, p. 5).
•The teacher should be aware of the
learning styles and pace of their ELLs
and offer motivation to enhance the
language acquisition process.
SLA in the Classroom
• Generalization 6: Isolated explicit
error is usually ineffective in
changing language behavior
(Lightbown, 2000, pp. 446-448).
• Error correction can be utilized
through recasts, or utterances by
the teacher that rephrases the
utterance of the learner,
preserving the original meaning,
but correcting the error(s) that
occurred in the original utterance
(Long and Robinson 1998).
SLA in the Classroom
•The ESL teacher must be prepared to
work with children from various cultural,
social, and linguistic backgrounds
(Fillmore and Snow, 2001, p. 5).
•The ESL teacher must respect the
ELLs’ home languages and cultures and
incorporate these values into the
classroom and learning experience
(Fillmore and Snow, 2001, p. 12)
SLA in the Classroom
• The ESL teacher should emphasize
comprehension in the second language
acquisition process because
comprehension leads to better
acquisition, better retention, and positive
student attitudes (Krashen, 1985, p. 15).
• The ESL teacher should provide
instruction to promote and enhance the
language learners’ comprehension level
and skills through reading, role-playing,
and talking to each other (Krashen, 1985,
p. 15).
REFERENCES
Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about
language. Clearinghouse on Languages and Linguistics, Special Report.
Retrieved from http://www.cal.org/ericll/teachers/teachers.pdf
Krashen, S.D. (1985a). The input hypothesis: Issues and implications. London:
Longman
Lightbown, P. (2000). Anniversary article: Classroom SLA research and
second language teaching. Applied Linguistics, 21 (4), 431-462.
REFERENCES
Lightbown, P. & Spada, N. (2006). How languages are learned, (3rd ed.).
Oxford: Oxford University Press.
Lin, Grace Hui Chin. (2008). Pedagogies Proving Krashen’s Theory of
Affective Filter. Hwa Kang Journal of English Language and Literature,
n14, p. 113-131. Retrieved from
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_n
fpb
McLaughlin, B. (1990). "Conscious" versus "Unconscious"
Learning. TESOL Quarterly, 24 (4), 617-634.
REFERENCES
You Tube (Constantinide, M.). (1982). Stephen Krashen on Second
Language Acquisition, Part 1 of 2. [Video file]. Retrieved from
http://www.youtube.com/watch?v=vh6Hy6El86Q
Yue-hai, X. (2008). Supplementing Krashen's SLA theory, US-China
Foreign Language, 6 ,(7), 15-18. Retrieved from EBSCOhost.