Assignment - SLA

SECOND LANGUAGE ACQUISITION

Students’ name:

LAURA MATILDE ARANGURÍ TOMAS PEFPMTFL2064176

Grupo: 2015-10

Date: May 13th 2018

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 Assignment - SLA

INDEX

 Introduction……………………………………………………………………..…… 3
 Alternative concepts and other theories……………………………………..……4
 Swain’s Output Hypothesis……………………………………………………..…..6
 Krashen’s theories………………………………………………………………...... 7
 Comments…………………………………………………………………………….8
 Bibliography………………………………………………………………………… 10

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 Assignment - SLA

INTRODUCTION

In order to start developing this essay, I would like to recall some basic
concepts related to this subject. For a better understanding, we should focus on the
difference between Second Language Acquisition and Second Language Learning.
Well, the former refers to learning a second language after a first language is already
established. It is our brain’s ability to conceptualize concepts, structures and semantics
in a language. The question is, is it different from Second Language Learning?. The
latter is the active participation and involves an effort in order to learn a language.
Furthermore, more and more theories have been developed in order to understand
deeply the process of second language acquisition.

Firstly, based on some sources I would point out that “Acquisition is a

sub-conscious process identical in all important ways to the process children use in
acquiring their first language, while Learning is a conscious process that results in
knowing about language(Galasso 2002:12) Besides this, I would also add that “L2 can
be defined as the way in which people learn a language other than their mother tongue,
inside or outside the classroom and second language acquisition as the study of
this,”(Rod Ellis)

In addition to this, Krashen (1988) makes a remarkable distinction

between language acquisition and language learning. Therefore, he states that children
acquire a second language through a subconscious process during which they are
unaware of grammatical rules. Such process is similar to how their first language is
acquired. Thus, in order to acquire language, the learner needs a source of natural
communication. On the other hand, learning a language is based on the instruction of
specific rules and it is not communicative at some extent. It is conscious knowledge
and involves learning rules about the new language.
On the whole, while developing this essay I will describe the alternative
concepts of acquisition and learning proposed by other theorists. Besides this, I will
also explain whether it is possible or not to reconcile Krashen and Swain’s opposite
views or explain if their points of view represent extreme points of views about theory
and practice.

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 Assignment - SLA

ALTERNATIVE CONCEPTS AND OTHER THEORIES

Several studies have been developed in order to explain better how

language is acquired and the different facts that lead learners to their own
learning. So far, these theories and hypotheses are meant to explain how we
learn a second language. Thus, among all the theories proposed, the purpose
of SLA is to make clear the process of internalization of the linguistic system of
another language. Second language acquisition theory derives from theories
related to first language acquisition.

Back in the sixties, Eric Lenneberg stated that “L2 is best learned
between age 2 and puberty” He also stated that there is a developmental
deadline for learning a language, if not acquired by puberty it is too late. His
studies about this hypothesis “The Critical Period Hypothesis” embodied two
ideas: the biological basis responsible for language development which can
establish the critical period for the language acquisition, between the age of 18
months and early puberty.
Another fact is that during the critical period the child’s presence in the
linguistically supportive environment is necessary as it leads into successful
language development. Later on, we find the sociolinguistic models which point
out how important is it the role of environment and the attitude of the learner to
the target language community. Then, we find Schummann´s Acculturation
theory which implies social and psychological distance. In simple words “the
degree to which a learner acculturates to the target language group will control
the degree to which he acquires the second language”(Schumann,1976)

He also describes the formation of pidgin languages which is a process

of very basic grammatical structures and as long it persists, learning fossilizes.
Pidginization “shows that social and psychological distance exists and the
speech of the second language learner is restricted to the communicative
function”(Schumann,1978).

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 Assignment - SLA

Another model is developed by Roger Andersen, who puts together

Schumann’s principles as well as his own theories on this subject. While
nativization is characterized by assimilation,denativization involves
accommodation. In nativization, learners make input conform to his own
internalized view of what constitutes the L2 system.

It is apparent in pidginization, as well as early second and first language

acquisition. According to the process of denativization, the learner adjusts his
internalized system to make it fit with the input. The learner uses inferencing
strategies to reshape his interlanguage according to an “external norm”.
(Funiber: 52)

The Accomodation theory stated by Giles and Byrne, 1982, are

concerned with successful language acquisition in multilingual environments.
For Giles and Byrne the intergroup relationships are dynamic and fluid,
motivation is the primary determinant of L2 proficiency. Motivation is considered
to be a reflex of how individual define themselves in ethnic term. All in all, the
level of proficiency that a learner can achieve in second language acquisition is
also dependent on the learner’s linguistic output.

In addition to this, different theories about the importance of input and

output are widely recognized in SLA. It has always been controversial the
relationship between both terms in SLA. While input is the process of
comprehending language (listening and reading) Output is the production of
language (speaking and writing)

Thus, both elements are necessary processes which at some extent

complement in L2 learners´ language learning process. Even though theorists
recognize the importance of both input and output, the former is considered a
major source for the language of learners in most of the approaches and
theories in second language acquisition.
Therefore, we must keep in mind that in class input is everything
learners observe and hear. At the same time, comprehensible output takes
place when students practice the target language with others (Haynes, 1998-
2005) and there is a chance to experiment with the language being learnt.

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 Assignment - SLA

SWAIN’S OUTPUT HYPOTHESIS

This hypothesis states that learning takes place when encountering a “gap” in
the linguistic knowledge of the L2. Thus, the learner becomes aware and may be able
to modify the output. Besides, output plays an important role in L2 acquisition and the
key component is comprehensible output. Therefore, L2 acquisition is promoted when
learners make efforts to make their output comprehensible to the listener.

Swain suggested three major functions of output in SLA: The noticing function,
the hypothesis testing function and the metalinguistic function. All in all, it means that
the message needs to be conveyed precisely, coherently and accurately. In other
words, as learners are pushed to say something more accurately than the initial
utterance, they often modify their output. Thus, modified output is important for L2
acquisition.

Moreover, Swain also claims that learners need output in order to learn a
language “Sometimes under certain conditions, output facilitates second language
learning in ways that are different from, or enhance, those of input” (Swain and Lapkin
1995,p. 371)

KRASHEN’S THEORIES ON LANGUAGE ACQUISITION

The Monitor Model developed by Krashen consisted of 5 main hypotheses.

Krashen’s monitor model has been very influential in supporting communicative
language teaching, which focuses on using language for meaningful interaction and for
accomplishing tasks rather than on learning rules. Such theories have had a strong
impact in second language research since the 1980s.
1. Acquisition -Learning Hypothesis
Krashen considered acquisition as subconscious learning focused on meaning.
Acquisition requires meaningful interaction in the target language. On the other
hand, “learning” occurs as a result of a conscious study of the formal properties
of language.

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 Assignment - SLA

2. The Natural Order Hypothesis

It states that “we acquire the rules of language in a predictable order”
L2 learning order is different from L1.
L2 learning adults and children show similar order.
3. The Monitor Hypothesis
“Monitor” is similar to an editor in the brain which adjusts and corrects our
utterances before we speak. We need time and knowledge of rules for this
work. Correct production is important. Thus, learning functions as a monitor and
there are three conditions for monitor use: time, focus on form and knowing the
rules.
4. The Input Hypothesis
Learners can only acquire or learn language they can understand by connecting
to prior knowledge and known concepts. It means “humans acquire language in
only one way-by understanding messages or by receiving comprehensible
input”
5. The Affective Filter Hypothesis
It is made up of people’s feelings (Affective realm)about language learning and
determines whether they acquire the language when they have the opportunity
-input does not become “in-take”
COMMENTS
Having read several definitions and hypothesis related to second language
acquisition, I would like to point out Krashen and Swain’s ideas. Both positions are
quite relevant and have had remarkable effects and influence on different learning
contexts in education. Furthermore, based on the theorists’ definitions, we can see that
both input and output complement each other. Both elements are necessary while
acquiring language.

Krashen holds that though comprehensible input plays an important role, it is not
enough due to understanding is not the same as acquiring. Therefore, Swain points out
the role of outcome in SLA and states that it is only when input becomes intake that
SLA takes place. Moreover, Krashen argues that output plays little to no role in
acquisition and input is the basis of language learning. In contrast, Swain highlights the
role of output.

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 Assignment - SLA

Both Krashen and Swain share the same basis abut the meaningful role of the
input through the process of language acquisition, but they also have opposite
positions related to the purpose of the output.

While Swain considers learning as a purpose, Krashen considers it as the result of

language acquisition. Besides this, Swain claims that there are external factors which
can also contribute to motivate people learn languages.

The Input hypothesis claims that fluency in speaking or writing in L2 will naturally
emerge after learners have achieved sufficient competence through comprehensible
input (Wang and Castro,2010)

On the other hand, some research developed by Tanaka (1991) and Yamakazi
(2010) reveals that though input facilitates greatly vocabulary acquisition in the target
language, it does not cater for the acquisition of many syntactic structures.

While Swain’s Output Hypothesis is a linguistic model, Krashen’s Input Hypothesis

is a cognitive model of SLA. Though their basis is different, they complement each
other.

Another fact is that Krashen describes a learner as an individual who improves and
makes progress as long as he gets language input one step beyond his own linguistic
competence, comprehensible input. Therefore, the ability to produce language is the
result of language acquisition.

To sum up, as teachers we should keep in mind these theories taking into account
the different types of learners we have. Besides this, there are several factors to be
considered. For instance, both hypotheses complement each other. A certain amount of
input is necessary before producing certain output. Then, the use of input or output
varies according to the type of language acquisition we try to achieve. Finally, the
ability to produce language will not be only the result of acquisition, but also the cause.

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 Assignment - SLA

CONCLUSIONS

 There are different factors that affect second language acquisition like:
motivation, age, access to the language, personality, first language
development, instruction quality and cognitive abilities.
 Every single theoretical framework has a different focus with its pros and cons
 Input and output are two basic terms widely describe by different theorists.
 The main models or theories of SLA involve sociolinguistic models, linguistic
models and cognitive models.
 The acculturation model stated by Schumann also include psychological factors
such as language shock, culture shock, motivation and ego boundaries.
 Schumann also points out that when pidginization persists, learning fossilizes.
 Andersen states that SLA is the result of two general factors such as
nativisation and denativisation.
 The Accomodation theory supported by Giles and Byrne focused on successful
language acquisition in multilingual environments.
 Krashen strongly believes that people acquire language the same way as they
are living in an age of individual variation.
 Krashen’s input and Swain’s output accept and implement each other.

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 Assignment - SLA

BIBLIOGRAPHY AND WEBLIOGRAPHY

 Krashen, S.(1985). The Input Hypothesis: Issues and Implications. Longman.

London.
 Pica,T (1987). “Second-language acquisition, social interaction,and the
classroom.” Applied Linguistics, 8, 3-21.
 Funiber materials, Second Language Acquisition Models: Critical review p.49-
52

 http://www.ascd.org/publications/books/106048/chapters/Key_Concepts_o
f_Second-Language_Acquisition.aspx
 https://www.youtube.com/watch?v=j31Bj-XIFSk

 http://www.tesolclass.com/applying-sla-theories/monitor-model/

 https://elleducationisfreedom.wikispaces.com/Input,+Output,
+and+Comprehension+in+SLA
 https://www.youtube.com/watch?v=vd0Lm7MZdjo

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