Language Learning – Grammatical is followed/ linguistic 1.

Imitation – produced sentence never heard

feature is there before
2. Reinforcement – correcting the pronunciation
Language Acquisition - No grammatical rule is observed
or truthfulness – “violets are blue”
there
 Phonology – sound that the child
5 Stages of SLA produced
 Morphology – word formation
1. Silent or Receptive Phase 3. Analogy – giving the correct one
2. Early Production
3. Speech Emergence or Production Innateness Hypothesis
4. Intermediate Fluency
By Noam Chomsky
5. Continued Language Development of Fluency
- States that human species is pre-wired to
Importance of Second Language Acquisition
acquire language, and that the kind of Language
 Plays pivotal rule in the society is also determined
 Allows cultural understanding - All children will learn a language, and children
 Prevent the “us” vs “them” will also learn more than one language if they
are exposed to
Language Learning - Children follow the same general stags when
 Process by which the language capability learning a language although the linguistic input
develops in human is widely varied

Language Acquisition Language Acquisition vs. Language Learning

 Process of building the ability to understand the Language Acquisition

language - children acquire language through a
What does the learning and teaching?1 subconscious process during which they are
unaware of grammatical rules
Language Learning
Language Learning
 Getting
 Retention of information - students have conscious knowledge of the new
 Implies storage systems language and can talk about that knowledge.
 Subject of forgetting They can fill in the blanks on a grammar page
 Involves reinforced practices - research has shown that knowing grammar
 Change in behavior rules does not necessarily result in good
speaking or writing
Language Teaching - students who has memorized the rules
 Implanted to every individual of the language may be able to succeed on a
 Should be a structured knowledge standardized test of English Language but may
 Effective sequence not be able to speak or writes correctly
 Nature of rewarding and punishing 12 Principles of Language Learning
ENL – English as Native Language (Mother Tongue) Native Language Effect
ESL – English as Second Language (English) - A learner’s native language creates both
EFL – English as Foreign Language ( Nihongo, Italian, facilitating an interfering effects on learning
Chinese etc)

Communicative Competence
3 Theories of LA
 - Fluency and use are just important as accuracy Risk – Taking
and usage. Instruction must aim at
- Taking a gamble experimenting with language
organizational, pragmatic and strategic
slightly “beyond” what is certain or known
competence as well as pronunciation intonation
promotes language development and growth.
and stress.
Intrinsic Motivation
Anticipation of Rewards
- the most potent learning “ rewards” to enhance
- Learners are driven to perform by the promise
performance are those that come from needs,
of positive reinforcement, tangible or
wants and desires within the learner
intangible: long or short term

Language Culture Connection  first language refers to the child’s acquisition of

his mother tongue and how he comes to
- Learning a language also involves learning about
understand and speak the language of
cultural values and ways of thinking, feeling or
community
acting.
 the impact of the first language is that t brings
Language Ego about the reflection and learning of social
patterns of acting and speaking
- Learning a new language involves developing a
second identity with a new mode of thinking. Theories of the first language
This new identity can be fragile and defensive
1. The behaviorist perspective learning
Meaningful Learning  Is explained in terms of imitation
practice and reinforcement
- Providing a realistic context to use language is  Behaviorist view that children learn
thought to lead to a better long term retention, language through a process of stimulus
as opposed to rote learning and response, in which they imitate
Interlanguage sounds and practice what they hear.
Thus correct structures are positively
- Second Language learners generally follow a reinforced and encouraged by their
systematic process, during which they need environment
feedback (teacher, peer and self) to eliminate  The quality and quantity of the
logic errors and achieve competence language that the child hears
Automaticity  As well as the consistency of the
reinforcement offered by others in the
- Subconscious processing of language for fluency environment
can only be achieved without overanalyzing  Would shape the child’s language
behavior
Self – Confidence
2. The innatist perspective
- Success in learning a language requires that the  CHOMSKY – argued that children’s
learners believe that they can learn it minds are not blank states to be filled
by imitating language they hear in the
Strategic Investment
environment
- Success in learning is dependent on the time  CHOMSKY - suggest that language is an
and effort leaners spend in mastering the innate ability that is to say that human
language learning process according to their being born with set of rules about
ability language in the brains called the
universal grammar
 CHOMSKY – he argues that this
complexity could never be learned
 purely on the basis of imitating and - Refers to the situation where person has
practicing sentences available in the acquired two languages in balanced manner
input - A string bilingualism
 Children must have some innate 5. Subtractive Bilingualism
mechanism pf knowledge that allows - Refers to the situation when a child learns the
them to discover such complex in spite second language to determine the first
of limitations of the input language, especially if the first language is a
3. Interactionist/ Developmental Perspective minority language
 Piaget placed the acquisition of the first - Mastery of the first language decreases and
language within the context of child’s mastery of the other increases
mental cognitive development 6. Passive Bilingualism
 Vygotsky observed that the interaction - Refers to being able to understand a second
among children and also between children language without being able to speak it
and adults is important in the development
James Cummins Theory of Second Language
of language and argued that language
Acquisition
develops primarily from social interaction
4. Connectionism 1. Basic Interpersonal communication skills
 Connectionist hypothesize that 2. Cognitive Academic Language Proficiency
language acquisition does not require a - Cummins felt that cognitive, not the behavioral,
separate “module of the mind” but can approach is the more effective way to learn a
be explained in terms of learning in new language and being bilingual can help
general students excel in their studies
 Connectionism views language as
complex system of units which become Basic Interpersonal Communication Skills (BICS)
interconnected in the mind as they  This aspect supports and encourages natural
encounter together communication in social situations
Child Language Acquisition: Bilingualism and its types  This form of language is practiced outside of the
classroom, be it inside or outside of school
 the ability to speak two languages  The biggest concern with BICS lies within the
 may be acquired by children in regions where falsehood that a learner has become proficient
most adults speak two languages in the language when they are able to
demonstrate a good grasp of social change
Types of Bilingualism
Cognitive Academic Language Proficiency (CALP)
1. Simultaneous early bilingualism
- Refers to a child who learns two languages at  This aspect puts a greater focus on the learner’s
the same time, from birth ability to demonstrate proficiency in the
2. Successive early bilingualism academic sense
- Refers to a child who has already partially  CALP refers to the learner’s ability to read, write
acquired a first language and then learns a and communicate on a level effective enough to
second language early in childhood exceed in their academic pursuits
- Second language is learned at the same time as  It goes beyond basic attributes of the language,
the child learns to speak extending to how they use it to make decisions,
3. Late bilingualism comprehend learning, compare, contrast,
- Refers to bilingualism when the second evaluate and classify their lessons in the
language is learned after the age 6 or 7 classroom
- It uses their experience to learn the second
language Common Underlying Proficiency
4. Additive Bilingualism  Cummins believed that if a learner has already
learned a language, namely their native tongue,
 then they are readily equipped to learn a  Acquired System – the product of subconscious
second process very similar to the process children
undergo when they acquire their first language
- Requires meaningful interaction natural
Krashen’s Theory on Language Acquisition communication in which speakers are
concentrated not in the form of their utterances
STEPHEN KRASHEN but in the communicative act
 An expert in the field of linguistics specializing in  Learned system – the product of formal
theories of language acquisition instruction
 Become well known of his theory of second - Comprises a conscious process which results
language acquisition unconscious knowledge about the language
Ex: grammar rules
5 Hypothesis “ learning is less important than acquisition”
 Acquisition/Learning Hypothesis 2. Monitor Hypothesis
 Monitor Hypothesis - The relationship between acquisition and
 Natural Order Hypothesis learning define in the influence of the latter on
 Input Hypothesis the former
 Affective Filter Hypothesis - The practical result of learned grammar
- ACQUISITION SYSTEM – utterance initiator
Acquisition/Learning Hypothesis - LEARNING SYSTEM – monitor / editor –
 acts in a planning, editing and
 Acquisition – Subconsciously absorbing as you
correcting function when
use it for variety of purpose
specific conditions are met
 Learning – consciously studying a language
 the second language learner
Input Hypothesis has sufficient time at his/her
disposal
 Addresses how language acquisition occurs
 he/she focuses on form or
 Only concerned with acquisition not learning
thinks about the correctness
 Language acquired when one understands
 he/she knows the rule
what they hear or read
3. Natural Order
Affective filter Hypothesis - Based on research findings which suggested
that the acquisition of grammatical structures
 Anxiety follows a natural order which is predictable
 Motivation - Some grammatical structure tend to be
 Self-confidence acquired early some are late
Natural Order Hypothesis - Krashen reject grammatical sequencing when
the goal is language acquisition
 Present and past progressive verb tenses 4. Input hypothesis
 Plural - How the learner acquires a second language
 Aticles - How second language acquisition takes place
5 main Hypothesis - Only concerned with acquisition not learning
- The learner improves and progress along
1. Acquisition – Learning natural order when he/she receives sl “input”
- The most widely known among linguists and that is one step beyond his/her current stage of
language practitioners linguistic competence
2 types of independent system of second 5. Affective filter
language performance - Affective variables play a facilitative but non-
casual role in second language acquisition
- Motivation, self confidence and low level of
anxiety are better equipped for success in sl
- Low motivation, low self-esteem and higher
anxiety can combine to raise the affective filter
and form a “mental block” that presents a