UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

(Principles and Theories of Language Acquisition/BSE- English 2A)

 
SUBJECT CODE: 502
TOPIC OR LESSON: Language Acquisition Theories:
WEEK: 12
SUB-TOPIC/S:

A. Hatch’s Discourse theory.

B. Krashen’s Hypotheses.

 OVERVIEW OF THE TOPIC

In this chapter we will discuss different Language acquisition theories. Specifically, we will discuss the
following.

A. What is Hatch’s Discourse theory all about?

B. What are the hypotheses of Krashen?

LEARNING
OUTCOMES
After the discussion students will be asked to briefly describe the theory and hypothesis discussed on the
module.

LEARNING
OBJECTIVES
At the end of the lesson, students should be able to:

a. Enumerate and discuss the discourse theory and its main principles .

b. Identify and understand the five hypotheses of second language acquisition.

c. Synthesize ideas, concepts, and theories discussed in the course

ENGAGE

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Brainstorming with “Wheel of destiny”.
I. Representatives of each group are written on the wheel of destiny.
II. Representatives will be given 1 minute to brainstorm about the meaning of different
illustrations that will be shown in the presentation/module.
III. After a minute the wheel of destiny will be spun three time selecting the three fortunate
students that will have to answer to us.
IV. Here are the Illustrations.

a.

b.

c.

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 EXPLORE

Different language acquisition theories and hypothesis?

EXPLAIN

Second language Acquisition or second language learning is the process by which people learn a second
language. Second language acquisition is also the name of the scientific discipline devoted to studying
that process. Second language refers to any language learned in addition to a person’s first language;
although the concept is named second language acquisition, it can also incorporated the learning of
third ,forth or subsequent language.

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The Discourse theory conceptualized by Evelyn Hatch is among the theories that came into birth and
developed rapidly in the past five Decades with the emergence of second language acquisition researches
worldwide.

• Discourse 'It is the technical term for “conversation”, It is derived from the Latin word “discursus”
which means running to and from, and denotes written and spoken communication.

• The Discourse theory refers to the process in which language can learn by communicating with the
target language speaker. It follows from a theory of language use, in which communication is treated as
the matrix of linguistic knowledge that language development should be considered in terms of how the
learners discover the meaning potential of language by participating in communication. If we want learn
or acquire the second language or target language. The main ways to learn or acquire a second language is
by making a lot interaction with the target language speaker.

• Even for the first language acquisition to be successful, interaction, rather than exposure is required. It is
said that first language acquisition is related to this theory. Michael A.K. Halliday thinks that the process
of first language acquisition is actually the process of learning how to communicate in that language.
• Halliday,(1975) shows that the development of the formal linguistic devices for realizing basic
language function grows out of the interpersonal uses to which language is put. It can be learnt through
learning to communicate.
• Hatch agrees with Halliday and perceives little difference between the first language acquisition process
and the process of second language acquisition. She thinks that only through communication discourses
can the learner acquire the second language.

The Discourse Theory, Hatch (1978c; 1978d) has  proposed 4 principles:

I. SLA follows a ‘natural route in syntactical development.
II. Native speakers adjust their speech in order to negotiate meaning with non native
    speaker.
III. The conventional strategies used to negotiate meaning.
IV. Thus, the ‘natural’ route is the result of learning how to hold conversation.

I. SLA follows a ‘natural route in syntactical development and is largely uninfluenced by:
- Learner’s age
- Context of learning
- Learners L1 background

Instead the controlling factor is the faculty for language that all humans possess, which is also
responsible L1 acquisition.

II. Native speakers adjust their speech in order to negotiate meaning with non native
    speaker. Discourse Theory emphasizes interaction and discourse.
Characterized by modifications in both: a) Input
b) Discourse
a) Input - exaggerated enunciation, greater overall loudness, the use of full forms rather than
contractions

b) Discourse – expansions, repetitions, classifications, paraphrasing and topic simplification

• NS role: to enable the NNS to communicate

• NNS role: to use various strategies in the negotiation of meaning

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Together, the NS and NNS strive to overcome the communicative difficulties which are always likely
to arise as a result of the learner’s limited L2 resources.
The negotiation of meaning between the NS and NNS makes the INPUT more comprehensible.

III. Conversational strategies used to negotiate meaning.

•The learner learns the grammar of the L2 in the same order as the frequency order of the various
features in the input. Simply put, the first structures that the L2 learner acquires are those that s/he is
exposed to most frequently.

•The learner acquires commonly occurring formulas and then later analyzes these into their
component parts.
•The learner is helped to construct sentences vertically. Learner utterances are constructed by
borrowing chunks of speech from the preceding discourse.

IV. The ‘natural’ route is the result of learning how to hold conversation.

This is the strongest claim for the role of interaction in SLA. It emphasizes the role of the linguistic
environment, which is shaped jointly by the L2 learner and the native speaker in discourse, and plays
down the role of internal processing factors.

Hatch suggests that interaction determines the route of SLA. (1978) He adds: “One learns how to do
conversations, one learns how to interact verbally, and out of this interaction, syntactic structures are
developed.”
.

Krashen’s Five Hypotheses of second language acquisition

• Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing
in theories of language acquisition and development. Much of his recent research has involved the study
of non-English and bilingual language acquisition. Since 1980, he has published well over 100 books and
articles and has been invited to deliver over 300 lectures at universities throughout the United States and
Canada.

This is a brief description of Krashen's widely known and well-accepted theory of second language
acquisition, which has had a large impact in all areas of second language research and teaching.

The 5 hypotheses of Krashen's Theory of Second Language Acquisition

Krashen's theory of second language acquisition consists of five main hypotheses:

 the Acquisition-Learning hypothesis;
 the Monitor hypothesis;

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  the Input hypothesis;
 and the Affective Filter hypothesis;
 the Natural Order hypothesis.

1. The Acquisition-Learning Hypothesis

The acquisition-learning hypothesis is perhaps the most fundamental of all the hypotheses to be presented
here. It states that adults have two distinct and independent ways of developing competence in a second
language.

The first way is language acquisition, a process similar, if not identical, to the way children develop
ability in their first language. Language acquisition is a subconscious process; language acquirers are not
usually aware of the fact that they are acquiring language, but are only aware of the fact that they are
using the language for communication. The result of language acquisition, acquired competence, is also
subconscious. We are generally not consciously aware of the rules of the languages we have acquired.
Instead, we have a "feel" for correctness. Grammatical sentences "sound" right, or "feel" right, and errors
feel wrong, even if we do not consciously know what rule was violated.

Other ways of describing acquisition include implicit learning, informal learning, and natural learning. In
non-technical language, acquisition is "picking-up" a language.

The second way to develop competence in a second language is by language learning. We will use the
term "learning" henceforth to refer to conscious knowledge of a second language, knowing the rules,
being aware of them, and being able to talk about them. In non-technical terms, learning is "knowing
about" a language, known to most people as "grammar", or "rules".

2. Natural Order One of the most exciting discoveries in language acquisition research in recent years
has been the finding that the acquisitions of grammatical structures proceed in a predictable order.
Acquirers of a given language tend to acquire certain grammatical structures early, and others later. The
agreement among individual acquirers is not always 100%, but there are clear, statistically significant,
similarities.

What does this mean in teaching?

According to Krashen’s theory, what you teach may not be acquired if the student is not ready. It
is important that teachers know where their students are in the learning process.

TABLE 1 "Average" order of acquisition of grammatical morphemes for English as a second language
(children and adults)

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3. The Monitor hypothesis explains the relationship between acquisition and learning and defines the
influence of the latter on the former. The monitoring function is the practical result of the learned
grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning
system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and
correcting function when three specific conditions are met:

 The second language learner has sufficient time at their disposal.

 They focus on form or think about correctness.
 They know the rule.
It appears that the role of conscious learning is somewhat limited in second language performance.
According to Krashen, the role of the monitor is minor, being used only to correct deviations from
"normal" speech and to give speech a more 'polished' appearance.

Krashen also suggests that there is individual variation among language learners with regard to 'monitor'
use. He distinguishes those learners that use the 'monitor' all the time (over-users); those learners who
have not learned or who prefer not to use their conscious knowledge (under-users); and those learners
that use the 'monitor' appropriately (optimal users). An evaluation of the person's psychological profile
can help to determine to what group they belong. Usually extroverts are under-users, while introverts and
perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the
"monitor".

4. The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language –
how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition',
not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order'

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when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic
competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed
to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same
level of linguistic competence at the same time, Krashen suggests that natural communicative input is the
key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is
appropriate for his/her current stage of linguistic competence. Comprehensible input of krashen refers to
the language that is intelligible but just a little more advances than the students current ability to
understand it.

The input hypothesis runs counter to our usual pedagogical approach is second and foreign language
teaching. As Hatch (1978s) has pointed out, our assumption has been that we first learn structures, then
practice using them in communication, and this is how fluency develops. The input hypothesis says the
opposite. It says we acquire by “going for meaning” first, as a result, we acquire structure!

We may thus state parts (1) and (2) of input hypothesis as follows:

(1) The input hypothesis relates to to acquisition, not learning.

(2) We acquire by understanding language, that contains structure a it beyond our current level of
competence (i + 1). this is done with the help of context or extra-linguistic information.

The third part of the input hypothesis says that input must contain i+1 to be useful for language
acquisition, but it need not contain only i + 1. it says that if the acquirer understands the input, and there
is enough of it, i + 1 will automatically be provided. In other words if the communication is successful, i
+ 1 is provided.

The i + 1 input formula - the “ i “ stand for input, which refer to the current language ability level of the
students, while the “ + 1 “ refers to the exposure of the students to a slightly advanced language that leads
to language acquisition. Best example of this is in the speech of Stephen Krashen.

Stephen Krashen speech about comprehensible input( https://youtu.be/NiTsduRreug)

5. 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, anxiety and personality traits. Krashen claims that learners with high motivation, self-
confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in
second language acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can
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. On the other hand,
positive affect is necessary, but not sufficient on its own, for acquisition to take place. Affective filter
hypothesis states how affective factors relate to the second language acquisition process.

ELABORAT
E

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 I. TWO TRUTHS ONE LIE

1. A. Hatch agrees with Halliday’s theory. She thinks that only through communication discourses
can the learner acquire the second language
B. Michael A.K. Halliday thinks that the process of first language acquisition is actually the
process of learning how to communicate in that language.
C. SLA follows a ‘natural route in syntactical development and is largely influenced by age,
behavior and L1 background.

II.
Match the following:
1. Affective Filter Hypothesis
2. Learned System
3. Input Hypothesis
4. Acquired System

A.

B.

C.

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 D.

EVALUATE

After the we discussed the theory and hypothesis of SLA, briefly describe the theory and hypothesis
discussed on the module.

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
__________________________________________________________________________________

Multiple choice: 20 items quiz.

1. This hypothesis posits that acquisition and learning are used in very specific ways
A. Affective filter hypothesis B. Monitor hypothesis C. Acquisition-learning hypothesis

2. What does “i “ stands for in krashen’s comprehensible input formula i + 1 ?

A. Intelligible B. Intelligent C. Input

3. These learners use the “monitor” at all times.

A. Over-users B. Optimal users C. under-users

4. These learners have not learned or prefer not to use their conscious knowledge.
A. Over-users B. Optimal users C. Under-users

5. This hypothesis attempt to explain how the learner acquires a second language.
A. Monitor hypothesis B. Input hypothesis C. Natural order hypothesis

6. This refers to the language that is intelligible but just a little more advanced than the students current
ability level to understand it.
A. Acquisition-learning hypothesis B. Comprehensible input C. Monitor hypothesis

7. This hypothesis states how affective factors relate to the second language acquisition process.
A. Natural order hypothesis B. monitor hypothesis C. Affective Filter hypothesis

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8. In this system students are mostly unaware of the process.
A. Grammatical System B. Learned System C. Acquired System

9. This system focuses on following the rules of the target language.

A. Grammatical System B. Learned System C. Acquired System

10. This hypothesis is acquired in predictable order.

A. Natural order hypothesis B. Input hypothesis C. Affective Filter hypothesis

11. Stephen Krashen is an expert in what field?

A. Behaviorist B. Cognitivist C. Linguistics

12. It is the most fundamental of all the hypotheses.

A. Acquisition-learning hypothesis B. Comprehensible input C. Monitor hypothesis

13. In this hypothesis language acquisition by children and adults are alike.
A. Natural order hypothesis B. Input hypothesis C. Affective Filter hypothesis

14. The Discourse theory is conceptualized by who?

A. Evelyn Hatch B. Michael Halliday C. Both

15. The Discourse theory is about?

A. L2 acquisition B. L1 acquisition C. Both

16. In the Discourse theory it is treated as the matrix of linguistic knowledge, What is it?\
A. Thinking B. Communication C. Analyzing

17. How many principles does the discourse theory has?

A.1 B. 4 C. 2

18. In the Main principle II. (Native speakers adjust their speech in order to negotiate meaning with non
native speaker). Which are emphasized?
A. Interaction and discourse B. Input and discourse C. Both
19. He thinks that the process of first language acquisition is actually the process of learning how to
communicate in that language.
A. Rachel Mcneil B. Evelyn Hatch C. Michael Halliday
20. It is the technical term for “conversation”, It is derived from the Latin word “discursus” which means
running to and from, and denotes written and spoken communication.
A. Talking B. Speaking C, Discourse

Key to correction

1. B 11. C
2. C 12. A
13. A
3. A 14. A
4. C 15. A
5. B 16. B
6. B 17. B
7.
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8. C 19. C
9. B 20. C
10. A
 REFERENC
ES
Schütz, R. (1998). Stephen Krashen’s Theory of Second Language Acquisition. Viewed September 6,
2020. <https://www.sk.com.br/sk-krash-english.html>
Krashen, S. (1982). Principles and Practices in Second Language Acquisition. University of
Southern California.

ADDITIONAL
MATERIALS

Orillos, L. (1998). Language Acquisition, Theories Principles and Research. Quezon City:
UPOU.

PREPARED BY:
Minjin Lesner Manalansan
Cyriel Manzo
Georgie Mae C. Martinez

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