ITTT Diploma in TESOL Course

Dip003

Module 3
Second language
acquisition

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Mod
o ule 3
Second language
acquisition
Overview
This module focuses on Stephen Krashen's theory of
Second Language Acquisition. On completion of this
module you should have made a clear distinction
between the meaning of Language Learning and
Language Acquisition and be able to discuss the potential
implications for EFL teaching.

Acquisition and learning are, according to Krashen, two

independent systems of Second language performance.

Acquisition is the process by which we acquire knowledge

of our Native language and occurs essentially sub-
consciously, this process results in our 'actual language
use', whereas learning is an outcome of formal
instruction of some type, which requires conscious
thought and results in our 'knowledge about the
language'.

Krashen believes that language acquisition is more

important than language learning:

Language acquisition does not

require extensive use of conscious
grammatical rules and does not
require tedious drills.

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Mod
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Second language
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Background

Krashen’s theory of Second Language Acquisition (hereafter SLA) has five hypotheses at its core:

(i) The Acquisition - Learning Hypothesis

As discussed in the introduction this makes a clear distinction between 'language acquisition', which requires
meaningful interaction in the target language and 'language learning', which, is merely a body of knowledge
such as grammatical rules.

(ii) The Monitor Hypothesis

This is essentially a feedback function performed by the brain.

The diagram shows that if the initial conditions are met, then acquisition allows OUTPUT to be produced. This
output is monitored by the body of knowledge in the brain, which checks the utterance against the known rules
of grammar and corrects it as needed.

(iii) The Natural Order Hypothesis

This hypothesis suggests that there is a Natural Order to the acquisition of grammatical structures. Krashen
however rejected the idea that this should inform any syllabus structure, particularly if the aim is to produce
language use. In other words, we don't learn the easy rules first.

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Mod
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Second language
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(iv) The Input Hypothesis

The Input Hypothesis explains how the process of language acquisition takes place. It requires what Krashen
called 'Comprehensible Input' (CI) which is language input at a slightly higher level than the learners' current
knowledge (CK).

This Comprehensible Input can therefore be considered as current knowledge + new information. Providing the
amount of new information (NI) is not too great the Input will be comprehensible.

If CK is too small or the NI is too great then the Input becomes Incomprehensible.

(v) The Affective Filter Hypothesis

This hypothesis revolves around external and internal noises:

Internal noise could be due to lack of self confidence, anxiety or previous learning experiences for example.
Examples of external noise could be, peers talking, ambient noise, traffic noise etc. According to this hypothesis
Language acquisition is affected by the level of the affective filter. The higher the level of the affective filter the
less efficient language acquisition will be. This idea has been built upon in some teaching methodologies, which
we will be studying in a later module.

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Mod
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Second language
acquisition

Summary

These ideas combined would produce the model below:

This diagram shows what was termed the Language Acquisition Device (LAD). This idea may have been first
suggested by Chomsky, but it still remains unclear as to 'what' it physically represents.

Reaction to Krashen's SLA model has, in equal measure, been very positive and very negative and the
arguments still continue as to its usefulness.

One of the main reasons for the inclusion of the theory in this course was to encourage looking at how the theory
was developed and reactions to it. You should discover a lot about the way educational theory is developed and
'used'.

Please now move on to the study sheet.

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Mod
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Second language
acquisition
Research study sheet

Answer all questions as fully as you can and quote references to material and their sources. Each task requires
approximately one hour.

1. Krashen's SLA theory makes a clear distinction between language acquisition and language learning in L2.
Does research into the development of our ability to speak our native tongue support this view also?

2. Choose one of Krashen's five hypotheses and expand on the information given in this unit to about 500
words.

3. What does Krashen have to say about learning grammar? To what extent do you agree with him and why?

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Second language
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4. Describe in detail a teaching methodology which has its foundation in SLA theory.

5. What do you understand by the term 'Zone of Proximal Development' in relation to Vygotsky's theory?

6. Outline 3 criticisms which counter Krashen's SLA theory, and write your own conclusion to the argument.

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Mod
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Second language
acquisition
Task sheet

1. Define the following terms in your own words, with relation to Krashen's SLA Theory. Describe the terms with
at least 200 words each.

a. Language acquisition

b. Language learning

c. The Monitor hypothesis

d. Comprehensible input

e. The affective filter

2. Outline the Critical Period hypothesis for Second language learning.

3. Review the L1 = L2 hypothesis, which states that first language acquisition is the same as second language
acquisition.

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Mod
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4. Summarize the evidence for and against Krashen's SLA theory.

5. What do you understand by the term 'Universal Grammar'?

You should now be ready to access the test.

Make sure you have copied and saved a file of your guided study and research answers, so that you can refer to
them during the test.

Good luck.

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and TESOL Training
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