Reporters: Marjorette D. Hamhamon Nobelyn Perino Jerickson Ong Dahlia Guillermo Editha Sabado

REPORTERS:
MARJORETTE D. HAMHAMON
NOBELYN PERINO
JERICKSON ONG
DAHLIA GUILLERMO
EDITHA SABADO
STEPHEN KRESHEN’S FIVE HYPOTHESIS
OF SECOND
LANGUAGE ACQUISITION
CAUSATIVE VARIABLES IN SECOND
LANGUAGE ACQUISITION
1. COMPREHENSIBLE INPUT AND STRENGTH OF THE FILTER.
 In order to acquire, two conditions are necessary. The first is comprehensible (or even
better, comprehend ed ) input containing i + 1 , structures a bit beyond the acquirer's current
level, and second, a low or weak affective filter to allow the input "in".
• 'comprehensible input' is the crucial and necessary ingredient for the acquisition of language.
• The best methods are therefore those that supply 'comprehensible input' in low anxiety situations,
containing messages that students really want to hear. These methods do not force early
production in the second language, but allow students to produce when they are 'ready',
recognizing that improvement comes from supplying communicative and comprehensible input,
and not from forcing and correcting production.
Its primary function is to supply comprehensible input for those who cannot get it elsewhere,
those constrained by their situation (i.E. Foreign language students who do not have input sources
outside the class) or by their competence (those unable to understand the language of the outside world).
While it is less useful for those who have other sources of input, there still are things the competent
classroom can contribute to the intermediate student.
3 . EXPOSURE VARIABLES
•There is no variation in the acquisition process itself, but there is in:
•The rate and the extent acquisition as a result of the amount of comprehensible input received, and the strength of the affective
filter.
•Performance, brought about by the extent of the learner’s reliance on ‘learnt’ knowledge.

3 types of monitor users:
•Over users. This is when performers monitor all the time. As a result, they may speak with hesitation and usually correct themselves
in the middle of the utterance.
•Under users.
This is when performers depend only on the acquired system. They do so either because they have not learned or because they don’t
want to use their learned system.
•Optimal users.
This is when the performer uses the monitor process when it is suitable and will not affect communication. When the three
conditions are met, the optimal performer will monitor to make his output more accurate.

4. AGE
•It has been popularly assumed that age itself is a predictor of second language proficiency, that
younger acquirers are better at second language acquisition than older acquirers.
•Age also affects ‘learning’; older learners are better in studying language form and using ‘learnt’
knowledge in monitoring
Krashen, long, and scarcella (1979) reviewed the available empirical research on the effect of age and
second language acquisition and concluded that all published studies were consistent with these three
generalization:
1. Adults proceed through the early stages of second language development faster than children do
(where time and exposure are held constant).

2. Older children acquire
Faster than younger children, time and exposure held constant.

3. Acquirers who begin natural exposure to second languages during childhood generally achieve
higher second language proficiency than those beginning as adults.
5. ACCULTURATION
According to brown (1980:129), acculturation is the process of becoming adapted to a new culture.
• According to maxwell (2002), acculturation is the process whereby the attitudes and/or behavior of people from one culture
are modified as a result of contact with a different culture.
• Schumann (1978b) has hypothesized that acculturation is the "major casual variable in second language acquisition.
•Schumann defines two types of acculturation:
•"In type one acculturation, the learner is socially integrated with the TL group and, as a result, develops sufficient
contact with TL speakers to enable him to acquire the TL. In addition, he is psychologically open to the TL such
that input to which he is exposed becomes intake.
• Type two acculturation has all the characteristics of type one, but in this case the learner regards the
TL speakers as a reference group whose life styles and values he consciously or unconsciously desires to adopt. Both
types of acculturation are sufficient to cause acquisition of the TL, but the distinction is made to stress that
social and psychological contact with the TL group is the essential component in acculturation (as it relates to SLA)
that that adoption of the life style and values of the TL group (characteristics traditionally associated with the
notion of acculturation) is not necessary for successful acquisition of the TL.

REFERENCE Krashen, S. D. (1987) Principles and practices in second language
acquisition. New York, NY: Prentice Hall. Retrieved from
https://www.slideshare.net/mobile/vivich ultzend/second-language-
acqusisitiontheory-67259827

Reporters: Marjorette D. Hamhamon Nobelyn Perino Jerickson Ong Dahlia Guillermo Editha Sabado

Uploaded by

Copyright:

Available Formats

Reporters: Marjorette D. Hamhamon Nobelyn Perino Jerickson Ong Dahlia Guillermo Editha Sabado

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reporters: Marjorette D. Hamhamon Nobelyn Perino Jerickson Ong Dahlia Guillermo Editha Sabado

Uploaded by

Copyright:

Available Formats

REPORTERS:

You might also like