Second Language Acquisition Processes and Theories
Stephen Krashen
Acquisition-Learning
requires meaningful interaction with the targeted language
speakers are concentrated in the communicative act
product of formal instruction
comprises a conscious process which results in conscious knowledge about the language
Monitor Hypothesis
Explains the relationship between the acquisition and the learning and defines the influence of the latter on the former
it is the practical result of the learned grammar
Acts in a planning, editing, and correcting function
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
The monitor of a student would allow them to speak differently with their friends than they would answering a question in the classroom
The role should be minor, being used only to correct deviations from normal speech, and to give speech a more polished appearance
Jim Cummins
BICS/ CALPS
Basic Interpersonal Communication Skills
Surface skills of listening and speaking which are typically acquired quickly by many students
When a student is able to communicate and socialize with language
Cognitive Academic Language Proficiency
The Basis for a child's ability to cope with the academic demands placed upon them in various subjects
It takes 5-7 years for a child to be working on the same academic level of native speakers
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
The Theory of Universal Grammar
The idea that language is innate
The notion that language acquisition occurs during critical developmental stages
he believes that the similar grammar rules in different languages are not coincidence
Language rules are influenced by experience and learning
But the capacity for language exists without environmental influences
Human communication is unlike any other species'
Michael Long
Focus on Form
Entails bringing linguistic elements to students' attention within the larger context of a meaning-based lesson
Anticipates problems in comprehension or production of the target language
The learner must be aware of the meaning and use of the language features before the form is brought to their attention
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.