BS English-6th-ENGL3127-18 PDF

University of Education Lahore
Department of English
Course Title: Psycholinguistics
Programme: BS English, Semester – 6(A)
Course Code: ENGL3127
Instructor Name: M. Waqas Haider

Second Language Acquisition
What is second language?
Typically, official or societal dominant language.
Needed for education, employment, and other basic
purposes.
Often acquired by minority group members or
immigrants who speak another language natively.

Second Language Acquisition
What is second language acquisition?
Study of individuals and groups, learning a language
subsequent to learning their first one as young children,
and to the process of learning that language.
The additional language is called a second language
(L2), even though it may actually be the third, fourth, or
tenth to be acquired.
Where do people learn second languages?
Natural Environment Classroom Environment
-Learners are rarely corrected -Learners are corrected
-Language is not presented step by step -Language is presented step by step
-Learner is exposed to the language for hours -Learner is exposed to the target language for a few hours each week
-Multiple interlocutors, mostly native speakers of the language -Single interlocutor (Teacher), not necessarily a native speakers
-Modified input is only sometimes available -Modified input is the norm

Stephen Krashen, Five central hypothesis
1. The Acquisition-Learning Hypothesis
2. The Monitor Hypothesis
3. The Natural Order Hypothesis
4. The Input Hypothesis
5. The Affective Filter Hypothesis

Over-Users: Fluency
Sufferers
2- Monitor Hypothesis
Under-Users: Accuracy
 Acquisition: Utterance Sufferers
 Learning: Monitor/Editor Optimal Users: Balanced
1- Acquisition – Learning Hypothesis 3- Natural Order Hypothesis

 Acquisition: Subconscious Process  Acquisition of grammatical structures
 Learning: Formal Instruction follows a “natural order” which is
predictable
4- Affective Filter Hypothesis 5- Input Hypothesis

 Facilitative but non casual role:  Only Acquisition comprehensible input:
Motivation, Self-Confidence and anxiety I+1
The Acquisition-Learning Hypothesis
● Learning- conscious, Acquisition-unconscious
● “Learning” does not turn into “acquisition”, says Krashen

Claims
● Sometimes there is Acquisition without Learning- people can speak without
knowing rules consciously
● Sometimes learning never becomes acquisition- knows the rule but always
breaks it
● No-one knows anywhere near all the rules

Difference
between
Acquisition
and
Learning
Acquisition Learning
• Subconscious process • Conscious process
• Similar to learning native language • “Rules" and "grammar“
• Formal instruction
• Less effective than acquisition
The Monitor Hypothesis
➔Learning has only one function, that is as a Monitor or editor
➔Acquisition initiates the speaker’s utterances and is responsible for Fluency

3 conditions for Monitor use
Time
 Focus on form/ correctness
 Know the rule
All these are problematic, difficult to demonstrate

Krashen explained the individual differences on
the Monitor concept
 Monitor over-users
 Monitor under-users
 Optimal monitor users

Adults vs. Children
✔ Children are better
learners because they do not
use the Monitor
Problems
 Acquisition-learning distinction not clearly defined
 The theory that learning will not become acquisition can’t be tested empirically
 It is only in the phonological development that children do better!
 We simply cannot unequivocally identify the source of any utterance!

The Natural Order Hypothesis
 We acquire rules in a predictable order, some rules
tending to come early and others late.
 The order of rules is not determined by its simplicity

and is independent of the order in which rules are
taught
 The acquisition of grammatical structures follows a “natural order”
which is predictable.
 English is perhaps the most studied language as far as natural order
hypothesis is concerned, and of all structures of English, morphology is
the most studied.

 Krashen believes that the implication of the natural order hypothesis
is not that our syllabi should be based on the order found in the
studies.
 The only instance in which the teaching of grammar can result in
language acquisition is when the students are interested in the
subject and the target language is used as a medium of instruction.

The Input Hypothesis
 We acquire language only when we understand language that contains
structure that is “a little beyond” where we are now.
 This is possible because we use more than our linguistic competence to
help us understand.
The Input Hypothesis
 The input hypothesis says that we acquire by “going for
meaning” first, and as a result, we acquire structure.
 It also states that speaking fluency cannot be taught directly. It
emerges over time, on its own.

The Input Hypothesis doesn’t explain
➔ How learners progress form understanding to acquisition
➔ What is “comprehensible input”, not clear
➔ Just beyond the syntactic complexity of what he knows at present…
- impossible to define clearly

The Affective Filter Hypothesis
 The Affective Filter hypothesis, embodies Krashen's view that a number of 'affective
variables' play a facilitative, but non-causal, role in second language acquisition.
 These variables include: motivation, self-confidence and anxiety.

The Affective Filter Hypothesis
Low motivation, low self-esteem, and debilitating anxiety can combine to
'raise‘ the affective filter and form a 'mental block' that prevents
comprehensible input from being used for acquisition. In other words, when
the filter is 'up' it impedes language acquisition.
Krashen claims that learners with high motivation, self-confidence, a good
self-image, and a low level of anxiety are better equipped for success in
second language acquisition.

Conclusion
The acquisition-learning hypothesis is at the core of modern language
acquisition theory, and is perhaps the most fundamental of Krashen's theories
on second acquisition.
Bibliography
 Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987.
 Krashen, Stephen D. Second Language Acquisition and Second Language Learning. Prentice-Hall International,1988.
 http://www.sk.com.br/sk-krash.htm
Thank you
Instructor Name: M. Waqas Haider
Contact: 0307-5461122
Email: official.waqashaider@gmail.com

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University of Education Lahore

Course Title: Psycholinguistics

Programme: BS English, Semester – 6(A)

Course Code: ENGL3127

Instructor Name: M. Waqas Haider

Typically, official or societal dominant language.

Needed for education, employment, and other basic

Often acquired by minority group members or

immigrants who speak another language natively.

Study of individuals and groups, learning a language

subsequent to learning their first one as young children,

and to the process of learning that language.

The additional language is called a second language

(L2), even though it may actually be the third, fourth, or

-Learners are rarely corrected -Learners are corrected

-Language is not presented step by step -Language is presented step by step

-Modified input is only sometimes available -Modified input is the norm

1. The Acquisition-Learning Hypothesis

2. The Monitor Hypothesis

3. The Natural Order Hypothesis

4. The Input Hypothesis

5. The Affective Filter Hypothesis

1- Acquisition – Learning Hypothesis 3- Natural Order Hypothesis

4- Affective Filter Hypothesis 5- Input Hypothesis

● “Learning” does not turn into “acquisition”, says Krashen

● No-one knows anywhere near all the rules

➔Acquisition initiates the speaker’s utterances and is responsible for Fluency

 Focus on form/ correctness

 Know the rule

All these are problematic, difficult to demonstrate

 Optimal monitor users

 It is only in the phonological development that children do better!

 We simply cannot unequivocally identify the source of any utterance!

 The order of rules is not determined by its simplicity

 English is perhaps the most studied language as far as natural order

hypothesis is concerned, and of all structures of English, morphology is

the most studied.

 The only instance in which the teaching of grammar can result in

language acquisition is when the students are interested in the

subject and the target language is used as a medium of instruction.

structure that is “a little beyond” where we are now.

 This is possible because we use more than our linguistic competence to

meaning” first, and as a result, we acquire structure.

 It also states that speaking fluency cannot be taught directly. It

emerges over time, on its own.

➔ How learners progress form understanding to acquisition

➔ What is “comprehensible input”, not clear

➔ Just beyond the syntactic complexity of what he knows at present…

- impossible to define clearly

variables' play a facilitative, but non-causal, role in second language acquisition.

 These variables include: motivation, self-confidence and anxiety.

the filter is 'up' it impedes language acquisition.

Krashen claims that learners with high motivation, self-confidence, a good

second language acquisition.

acquisition theory, and is perhaps the most fundamental of Krashen's theories

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