Scribd
Upload
56 views2 pages

SLA Definitions

This document outlines several influential theories in second language acquisition (SLA): 1) Krashen's Monitor Model, Input Hypothesis, Acquisition-Learning Hypothesis, Monitor Hypothesis, Affective Filter Hypothesis, and Natural Order Hypothesis. 2) Dulay and Burt's Morpheme Order Studies. 3) Corder's Error Analysis. 4) Chomsky's Universal Grammar. 5) Lado's Contrastive Analysis Hypothesis. 6) Selinker's Interlanguage theory of Fossilization. It also discusses the notions of Competence vs Performance, the Functionalist perspective, the Interaction Hy

Uploaded by

Lizzy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
56 views2 pages

SLA Definitions

This document outlines several influential theories in second language acquisition (SLA): 1) Krashen's Monitor Model, Input Hypothesis, Acquisition-Learning Hypothesis, Monitor Hypothesis, Affective Filter Hypothesis, and Natural Order Hypothesis. 2) Dulay and Burt's Morpheme Order Studies. 3) Corder's Error Analysis. 4) Chomsky's Universal Grammar. 5) Lado's Contrastive Analysis Hypothesis. 6) Selinker's Interlanguage theory of Fossilization. It also discusses the notions of Competence vs Performance, the Functionalist perspective, the Interaction Hy

Uploaded by

Lizzy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

1.

Krashen - Monitor Model

2. Dulay and Burt - Morpheme Order Studies

3. Corder - Error Analysis

4. Chomsky - Universal Grammar

5. Lado - Contrastive Analysis

6. Selinker - Interlanguage

Fossilization – when interlanguage development stops before a learner reaches target


language norms

Competence/performance – Performance is actual use of language in a specific instance,


whereas competence is the underlying knowledge of language we possess.

According to a Functionalist perspective, the primary purpose of language is communication

The Input Hypothesis - the acquisition of a second language is the direct result of learners’
understanding the target language in natural communication situations. A key element of the
input hypothesis is that the input language must not only be understandable, thus the term
comprehensible input, but should contain grammatical structures that are just a bit beyond the
acquirer’s current level of second language development

The Acquisition/Learning Hypothesis - there is a distinct difference between acquiring and


learning a second language. Acquisition, Krashen asserts, is a natural language development
process that occurs when the target language is used in meaningful interactions with native
speakers, in a manner similar to first language acquisition—with no particular attention to
form. Language learning, in contrast, refers to the formal and conscious study of language
forms and functions as explicitly taught in foreign language classrooms.

The Monitor Hypothesis - an internal grammar editor or monitor. As the student produces
sentences, the monitor “watches” the output to ensure correct usage. For a student to use the
monitor three conditions are necessary: sufficient time, focus on grammatical form, and
explicit knowledge of the rules

The Affective Filter Hypothesis – it addresses affective or social–emotional variables related


to second language acquisition. Krashen concludes that the most important affective variables
favoring second language acquisition are a low-anxiety learning environment, student
motivation to learn the language, self-confidence, and self-esteem.

The Natural Order Hypothesis - language learners acquire (rather than learn) the rules of a
language in a predictable sequence. That is, certain grammatical features, or morphemes, tend
to be acquired early, whereas others tend to be acquired late.

The Contrastive Analysis Hypothesis - Contrastive Analysis (CA) is an approach to the


study of SLA which involves predicting and explaining learner problems based on a
comparison of L1 and L2 to determine similarities and differences. The goal of CA is to
increase efficiency in L2 teaching. Early proponents of CA assumed that language acquisition
essentially involves habit formation. The implication is that “practice makes perfect.” Another
assumption of this theory is that there will be transfer in learning: in the case of SLA, this
means the transfer of elements acquired (or habituated) in L1 to the target L2. The transfer is
called positive (or facilitating) when the same structure is appropriate in both languages. The
transfer is called negative (or interference ) when the L1 structure is used inappropriately in
the L2.

The Interaction Hypothesis - According to the interactionist position, caregivers play a


critical role in adjusting language to facilitate the use of innate capacities for language
acquisition.

The Output Hypothesis – states that learning takes place when learners encounter a gap in
their linguistic knowledge of the second language (L2).

The Cognition Hypothesis- The Cognition Hypothesis of task-based language learning


proposes that pedagogic tasks be sequenced for learners largely on the basis of increases in
their cognitive complexity so as to increasingly approximate the demands of real-world target
tasks

You might also like