Second Language Acquisition Processes and Theories

Stephen Krashen
1. Acquisition-Learning
  1. requires meaningful interaction with the targeted language
  2. speakers are concentrated in the communicative act
  3. product of formal instruction
  4. comprises a conscious process which results in conscious knowledge about the language
2. Monitor Hypothesis
  1. Explains the relationship between the acquisition and the learning and defines the influence of the latter on the former
  2. it is the practical result of the learned grammar
  3. Acts in a planning, editing, and correcting function
    1. when these three conditions are met: The second language learner has sufficient time at their disposal, They focus on form and think about correctness, and they know the rule
      1. The monitor of a student would allow them to speak differently with their friends than they would answering a question in the classroom
  4. The role should be minor, being used only to correct deviations from normal speech, and to give speech a more polished appearance
Jim Cummins
1. BICS/ CALPS
  1. Basic Interpersonal Communication Skills
    1. Surface skills of listening and speaking which are typically acquired quickly by many students
      1. When a student is able to communicate and socialize with language
  2. Cognitive Academic Language Proficiency
    1. The Basis for a child's ability to cope with the academic demands placed upon them in various subjects
      1. It takes 5-7 years for a child to be working on the same academic level of native speakers
2. Teachers should not assume that a student, who has attained a skill for communicating in everyday spoken English, has the corresponding academic language proficiency
Noam Chomsky
1. The Theory of Universal Grammar
  1. The idea that language is innate
  2. The notion that language acquisition occurs during critical developmental stages
    1. he believes that the similar grammar rules in different languages are not coincidence
  3. Language rules are influenced by experience and learning
    1. But the capacity for language exists without environmental influences
      1. Human communication is unlike any other species'
Michael Long
1. Focus on Form
  1. Entails bringing linguistic elements to students' attention within the larger context of a meaning-based lesson
    1. Anticipates problems in comprehension or production of the target language
    2. The learner must be aware of the meaning and use of the language features before the form is brought to their attention
      1. In a French language immersion program in Canada, a group of students who had had years of meaning-focused lessons filled with comprehensible input, their spoken language remained far from native-like with many grammatical errors.

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