BIL3343: SECOND LANGUAGE ACQUISITION

SEMESTER 2 2023/2024 (A231)

GROUP ASSIGNMENT ONE

NAME OF LECTURER: DR. NOOR ALHUSNA BINTI MADZLAN

PREPARED BY:
GROUP 3

NAME MATRIC NUMBER

SHIRLEY MARIA A/P NOEL FRANCISCO D20231105702

OOI YI JUN D20231105718

MARY HO ZHI LEE D20231105561

TAN JIA ZHEN D20231105617

COURSE GROUP: E
DATE OF SUBMISSION: 6TH MAY 2024
 TABLE OF CONTENT

NO CONTENT PAGE

1. A. Introduction 1

2. 1.0 Issue A: Affective Filter Hypothesis 2-5

5. 2.0 Issue B: Input Hypothesis 6-8

8. B. Conclusion 9

9. C. References 10

10. D. Appendix 11
 A. Introduction

Second-language acquisition (SLA) is a process by which people learn a second

language. The theory of second language acquisition was introduced by Stephen D Krashen, a
prominent figure in the field of linguistics. According to Krashen, learners acquire language
when they come into contact with comprehensible input (Elizabeth Taylor Tricomi, 2012).

Krashen has developed five hypotheses for second-language acquisition: the

Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Input Hypothesis, the Natural
Order Hypothesis, and the Affective-Filter Hypothesis.

The Acquisition-Learning Hypothesis states that the acquired and learning systems are two
distinct methods in developing a second language. Next, the Monitor Hypothesis helps learners
to edit or monitor oral and written language, after learning the grammatical structures by
activating three conditions: time, focus on form and sufficient knowledge of the rules. Moving
on, the Input Hypothesis with the formula of (i+1) states that the target language contains
comprehensible input that can be understood even if the learners do not completely understand
the grammatical and vocabulary structures. The fourth hypothesis is the Natural Order
Hypothesis where language learners acquire a language in a 4-step natural order: the production
of single words, the process of stringing words together based on their meanings, not syntax, the
identification of elements that begin and end sentences as well as the identification of various
sentence elements and the ability to rearrange these elements. Last but not least, the
Affective-Filter Hypothesis states that affective factors such as motivation, self-confidence, and
anxiety play an important role in language acquisition. Learners with a high affective filter will
have a more difficult time acquiring a language (Krashen, 1982). In other words, high motivation
and self-confidence coupled with low anxiety levels maximize language acquisition efficiency.

In our English as a Second Language (ESL) classroom teaching video, we will be analysing two
hypotheses, the Affective-Filter Hypothesis and the Input Hypothesis, shaping how students
learn a second language.

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1.0 Affective Filter Impacts Classroom Engagement

According to Krashen’s affective filter hypothesis, the most effective second-language

acquisition method occurs in an environment where the affective filter is low. As
aforementioned, a low affective filter consists of high motivation and self-confidence, coupled
with low anxiety levels. Based on the video, the teacher used various teaching mediums to
conduct his class. These include the utilisation of a video to explain the learning content of the
day, a poem entitled “The Living Photograph” (Timestamp: 5:42-8:39) and the usage of
newspaper pages to introduce students’ to the overall meaning and context of the poem
(Timestamp: 1:23-3:05).

Diagram 1.0

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 Diagram 1.1

These teaching methods play a paramount role in encouraging teacher-student interaction and
engagement as well as students’ interest, which in turn boosts students’ learning motivation. That
is because motivation increases proportionately to learning interest. According to Dr. Radhika
Kapur (Date) in “Teaching-Learning Materials: Significant in Facilitating the Teaching-Learning
Processes”, teaching-learning materials are not only essential to the improvement of
teaching-learning processes but also essential to the general efficient operation of educational
institutions.

In the video, it is observed that the teacher adeptly uses repetition in conveying the overall
context of the lesson as a method to increase the effectiveness of the learning process. According
to “The Use of Teachers’ Repetitions in One-on-one EFL Tutoring Interactions: A Case Study of
a Korean English Learner”, by Jieun Ko, repetition by teachers is identified as a pivotal teaching
method to help students grasp and acquire language as well as to encourage student’s
participation in the classroom interactions (Duff, 2000; Jensen & Vinther, 2003; Rodríguez &
Roux, 2012; Shahidzade, Razm, & Tilwani, 2022). A clear example would be the teacher asking
for one of his students to recite the poem after listening to a recording of it. In the video, we can
see an immediate positive outcome from the student post-recitation. He looks confident and

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proud of his achievement. Therefore, this teaching method allows students to work on their
speaking skills as well as enhance their self-confidence to speak in front of a crowd, whereby
their affective filter is lowered (Timestamp 9:20-10:12).

Diagram 1.2

Unfortunately, we can also see that students are quite camera conscious in the video and this
raises the affective filter which minimises the effective learning even though the teacher did his
best in ensuring a conducive learning environment. (Timestamp 49:46-49:55).

Diagram 1.3

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In the bloopers, it shows that the students did show reactions such as reacting to the camera or
looking directly at the lens but these clips were cut off and only the good tapes were kept and
shown in the video. This does prove that when the class was ongoing most of the students were
actually kept on toes and stressed because they had to control their body language so as not to
mess up that much when the recording was ongoing. According to the journal “Influence of
Stress and Emotions in the Learning Process: The Example of COVID-19 on University
Students: A Narrative Review” When stress becomes excessive or chronic, it can have negative
effects on learning. High levels of stress can impair cognitive function, attention, and memory
retrieval, leading to difficulties in concentrating, processing information, and retaining new
knowledge.(Córdova, A et al., 2023) This brings the meaning that although the students look like
they are paying attention, they can recall what has been taught to them when it comes to the next
day as they most possibly will face difficulty in memory retrieving.

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2.0 Input Hypothesis

Put simply, Krashen’s Input Hypothesis talks about how people learn language best when
they absorb information from a slightly advanced level. Krashen called this level of input "i+1",
where "i" is the learner's interlanguage and "+1" is the next stage of language acquisition.

Conversely, there is also a level of input known as “i-1”, where the “-1” is the stage of language
acquisition that the learner may be descending from. This is due to the information absorbed by
the learner being simpler than what the learner currently comprehends. According to the ESL
classroom video, there are instances where the teacher uses both levels of input, the “i+1” and
“i-1”.

First, the teacher hands the class a fill-in-the-blank exercise of the poem, “A Living Photograph”
Next, the teacher plays a video of the poem. Once the video had ended, the teacher asked the
students to complete the worksheet provided (Timestamp 8:40). The issue we noticed with this
teaching method is that the exercise given to the students was too simple to stimulate their
minds.

Diagram 2.0

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This is not ideal, according to White (1987) in the journal “Input, Interaction and
Comprehensibility” by Han. Moon-Sub (1996): she argues that if outsiders (caretakers, teachers,
etc.) simplify input, many forms of simplified input would result in “i-1”, rather than “i+1”
because they cannot precisely know the learner’s current proficiency level. Based on the
literature component used in the teaching video, the students would be in Form 4 or upper
secondary. We believe that they should be given a more complex worksheet to strengthen their
literature skills rather than just a simple fill-in-the-blanks listening exercise. Thus, in the video,
instead of the input formula of “i+1”, it would be “i-1”.

An instance where the input formula “i+1” was used, was when the students were asked to do an
exercise as to where they had to find the literal meaning of the poem (Timestamp 41:40). They
were assigned into groups, and given lines from the poem to decipher. Through this exercise, we
believe that it would help the second language acquisition students learn English better.

Diagram 2.1

According to Christine Weis (2022), she mentions that “Language accuracy is also improved
through poetry. Learners learning poetry can be presented with case studies in the form of poems

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where they can personally detect specific grammatical errors that may have purposely been
ignored for artistic integrity. They can make certain judgments based on their knowledge of the
language and, in effect, be more selective with the words they choose and use when it is already
their turn to write or speak. Exposure to such complexities is fundamental in reinforcing the
correct rendering of the language, particularly in grammar. Accuracy can be observed in the
proper usage of tenses, verb forms, collocations, and colloquial expressions”. Through this
activity, the students can grasp a better comprehension of the poem and improve their English
speaking skills at the same time as well.

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 B. Conclusion

In summary, there is plenty to reflect on what has been learned from this ESL classroom
video. We have applied two of Krashen’s Hypotheses: Affective Filter Hypothesis and Input
Hypothesis, and observed both teacher and students in an ESL classroom setting. Through this
application, we have been able to understand how Krashen's theories regarding language learning
have had a big impact on our comprehension of how people pick up new languages. Krashen's
emphasis on the affective filter raises the possibility that emotional variables like fear may
impede language learning. Teachers may maximise language learning opportunities by fostering
a calm, encouraging environment. Furthermore, his focus on understandable input—especially
with regard to the 'i+1' concept—highlights the significance of exposing students to a language
that is just a little bit more complex than what they are currently proficient in. Rather than
promoting conscious learning through grammar rules and drills, this method promotes the
acquisition of language naturally and subconsciously. Despite receiving both support and
criticism, Krashen's beliefs continue to be fundamental to the study of second language
acquisition and influence educational methods all over the world.

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C. References

1. Córdova, A., Caballero-García, A., Drobnic, F., Roche, E., & Noriega, D. C. (2023).

Influence of Stress and Emotions in the Learning Process: The Example of COVID-19 on

University Students: A Narrative Review. Healthcare (Basel, Switzerland), 11(12), 1787.

https://doi.org/10.3390/healthcare11121787

2. Han, M.-S. (1996a). Input, interaction, and comprehensibility.

http://kate.bada.cc/wp-content/uploads/2015/02/kate_51_3_6.pdf

3. Kapur, R. (2020). (PDF) Teaching-Learning Materials: Significant in Facilitating the

Teaching-Learning Processes. ResearchGate.

https://www.researchgate.net/publication/345412998_Teaching-Learning_Materials_Sign

ificant_in_Facilitating_the_Teaching-Learning_Processes

4. Ko, J. (2023). The Use of Teachers’ Repetitions in One-on-one EFL Tutoring

Interactions: A Case Study of a Korean English Learner. English Teaching, 78(1),

83–103. https://doi.org/10.15858/engtea.78.1.202303.83

5. Nawaz, N., Atta, A., & Naseem, N. (2023). THE IMPACT OF CODE-SWITCHING IN

AFFECTIVE SUPPORT AND LEARNERS’ SUCCESS IN PAKISTANI ESL

CLASSROOMS AT UNIVERSITY LEVEL. Journal of Nusantara Studies, 8(1), 95–116.

https://doi.org/10.24200/jonus.vol8iss1pp95-116

6. Weis, C. (2022, April 10). How does poetry help in language learning?. For The Love of

Teachers.

https://www.fortheloveofteachers.com/how-does-poetry-help-in-language-learning/

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 D. Appendix

NO DIAGRAM PAGE

1. Diagram 1.0 (Timestamp: 5:42-8:39) 2

2. Diagram 1.1 (Timestamp: 1:23-3:05) 3

3. Diagram 1.2 (Timestamp 9:20-10:12) 4

4. Diagram 1.3 (Timestamp 49:46-49:55) 4

5. Diagram 2.0 (Timestamp 8:40) 6

6. Diagram 2.1 (Timestamp 41:40) 7

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