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UNIVERSIDAD DEL TEPEYAC

DEPARTAMENTO DE IDIOMAS

ENGLISH TEACHER’S TRAINING COURSE

2020 – 2021

MODULE: Methodology

Trainee: Palacios Zapata Santiago Alejandro

Trainer: Lic. Silvia Araceli Juarez Davila

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Contenido
INTRODUCTION....................................................................3
LANGUAGE ACQUISITION(NATURAL ASSIMILATION)..........3
LANGUAGE LEARNING.........................................................4
INTERRELATIONSHIP BETWEEN ACQUISITION AND
LEARNING AND ITS IMPLICATIONS......................................5
THE LEVEL OF IRREGULARITY OF THE LANGUAGE AND THE
EFFICIENCY OF ACQUISITION VS. LEARNING.......................6
THE DEGREE OF PHONETIC SIGNALING IN THE LANGUAGE
AND THE INEFFICIENCY OF LEARNING.................................7
INTROVERSION VS. EXTROVERSION IN LANGUAGE
LEARNING.............................................................................8
THE EFFECTS OF ACQUISITION VS. LEARNING ON
MOTIVATION........................................................................8
AGE AND THE EFFICIENCY OF ACQUISITION VS. LEARNING 9
NATIVE VS. NON-NATIVE INSTRUCTURS..............................9
Krashen's Theory of Second Language Acquisition...........10
The Role of Grammar in Krashen's View...........................13
CONCLUCION.....................................................................14
BIBLIOGRAPHY...................................................................14
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INTRODUCTION
Currently learning a language there are several ways to learn a language and it can be
your native language or a foreign language. In my opinion this is quite interesting since
with a new language we show that we are capable of communicating on the other side.
It is interesting to see how our neocortex brain shows that we are superior to the other
species on this planet. In this essay I will cover as much as possible on the subject.
Some people love to believe that language acquisition and language learning can use
these terms however they want, one thinks it's for all phases and the other just from
babies to preschoolers, with that being said let's get started.
When we think about language learning, we differentiate two different meanings, one
that is one is about receiving and understanding and processing it intellectually and the
other is the ability to interact with foreigners to understand them and speak their
language.
One is language learning and the other is language acquisition. The distinction between
these is a hypothesis established by the American Stephen Krashen.

LANGUAGE ACQUISITION(NATURAL ASSIMILATION)

Language acquisition is a natural assimilation process that involves both intuitive and
subconscious learning. This is thanks to the fact that they interact with people who are
closely related to the culture where that language originates from and obviously are also
good at speaking that language and in this context the student is the central thing and
they constantly practice it. This is similar to how children learn their mother tongue, a
process where spoken language works without theoretical knowledge. They begin to
become familiar with phonological features, their structure and vocabulary and are
responsible for oral comprehension, creative communication and recognition of cultural
values.

The methodology in which it is inspired in the acquisition, teaching and learning are
taken as activities on a personal and psychological level. Now an example of second
language acquisition is teenagers and young adults who are usually in an exchange
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program and stay there for a while, maybe they have no idea of the correct phonology
and how to structure the verbs correctly but without problem they speak quite fluently
and they do the pronunciation quite well as well as the conjugation of the verbs and
they don't realize it

LANGUAGE LEARNING
This term has a somewhat old approach, even to this day secondary schools continue to
use it to practice a new language, unlike the other, this one is more structured, that is, it
focuses on the student understanding the rules of the language correctly for this. They
divide it into several parts and teach it little by little and to make sure that if they
understood, they leave tasks that require them to remember what they have seen in
class. This focuses on the study of theory but leaves practice to one side, thus allowing
students who do not know if they have really learned in each class they have had.

In this, he focuses a lot on reducing the errors that a student can comment on. It is very
square, which makes the students not be spontaneous. In this, the center of attention is
focused on the teacher, who explains and explains and that causes the participation of
the students. students is very low.

Here the students will be taught to memorize many things, such as formulating
sentences, questions, irregular verbs, learning the use of tenses correctly, among more
things that one as a student has to memorize, but this is so marked and closed that in
the end the student does not really learn and this is reflected in the fact that it is difficult
for him to engage in a normal conversation.

There are different methods that are applied around the world, these are usually
already in a pre-established study plan that there is nothing left to do but follow it, this
usually includes vocabulary memorization.

This seeks to impart the correct ways of teaching a language, such as the correct use of
grammar, what is known about the language, how it works and how it contrasts with
the mother tongue, but this has been in vain since there comes a time when one feels
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so much frustration for not be so familiar with the language

INTERRELATIONSHIP BETWEEN ACQUISITION AND

LEARNING AND ITS IMPLICATIONS

The difference between these two is great, but this allows us to investigate the
differences between these two. In my opinion, it is difficult to teach a new language, it is
complex since it is full of certain characteristics that tend to be ambiguous and they
constantly evolve and grow very fast, so which is complicated to put all a rules therefore
it is complex to define it.

Although you can know the language well, it is not easy to speak it well, it is the
opposite of understanding the functioning of a language with its irregularities, it is the
result of knowing it. The analysis of language and the deductive study of grammar based
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on rules are not only ineffective in producing communicative ability, but also frustrating.
It is much easier and more fun to acquire a language than to learn it

In Krasher's theory, which is the Monitor Hypothesis, he admits that the knowledge
obtained through formal study (language leaning) can be used to monitor speech.
Krashen does not specify the language that would be the object of study, but it is logical
to assume that he was using the study of Spanish as a basis for his inferences and
conclusions because it is the dominant foreign language in the United States and
particularly in the state of California.
Therefore, it is necessary to analyze the characteristics of the target language, its
degrees of difficulty and how this affects how Krashen's theory is applied.

THE LEVEL OF IRREGULARITY OF THE LANGUAGE AND THE

EFFICIENCY OF ACQUISITION VS. LEARNING
The tracking function is proportional to the degree of regularity of the target language. As long
as there is regularity there can be a rule and that rule will be useful to produce and
control language and the less the regularity, the fewer rules and the more limited the
follow-up

One of the most important aspects of learning a foreign language is its oral production.
This is fundamental and is subject to the inhibitory and persistent interference of one of
the main irregularities of English.

CORRESPONDENCE OF THE SPELLING TO THE SOUND:

Spanish m has a much higher degree of regularity compared to English, especially in its
almost perfect correlation between the written language and its pronunciation.
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Therefore, when interpreting Krasher's theory, we can infer that his conclusions about
the superiority of acquisition over learning would have been more resounding if the
object of study and analysis had been English as the target language instead of Spanish.

ACCENTUATION OF THE WORDS

The incredibility of word stress in English, together with the absence of any indication of
stress in the spelling is another element that adds irregularity and difficulty and supports
the idea that acquisition-inspired EFL teaching in Brazil is likely to be more effective than
learning-inspired teaching

There are still many points that can be made about the irregularities that exist between
English and Spanish. The point is that even with a language with a high degree of
regularity like Spanish the learning contribution will only be effective if the student
develops at the same time a familiarity with the language in more natural surroundings.

THE DEGREE OF PHONETIC SIGNALING IN THE LANGUAGE

AND THE INEFFICIENCY OF LEARNING
It is easy to make an assessment of the degree of phonetic signaling of languages and to
understand their importance. If we analyze and compare Spanish with English, we come
to the conclusion that there is a big difference, since English is considerably cheaper and
more compact than the Romance languages. This means a greater difficulty in the
speech recognition of the target language when going from Spanish to English. It also
means that more time should be spent practicing the language and to improve it, that is
speaking it, and less time has to be spent translating grammar rules and memorizing
vocabulary.
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INTROVERSION VS. EXTROVERSION IN LANGUAGE LEARNING

Usually people who are more introverted show great distrust in themselves, they will
benefit little from understanding the grammar of the language and its irregularities, the
result of this tends to be a bit difficult since it is adverse for them and more in the case
of a language with a high number of irregularities such as English now after years of
learning English in high school and language school where students deviate that are
classified as errors and are promptly corrected and repressed the student who is
insecure will develop a block that discourages spontaneity due to your experiential
awareness that there is a high probability of making a mistake.

On the other hand, extroverted people who obviously talk too much improvise all the
time but also benefit little from learning. The only people who benefit from learning are
people whose personalities fall somewhere between introversion and extroversion, and
they manage to apply the tracking function moderately and effectively. However, this
monitoring will only work if there are three simultaneous conditions:

Concern for the form: the student must worry about the correctness of the linguistic
form in addition to the content of the message.

Knowledge of the rules: There must be a rule that applies to the case and the student
knows the rule and the existing exceptions.

Availability of time: When producing the language, the learner must have sufficient time
to evaluate the alternatives provided for by the applicable standards.

THE EFFECTS OF ACQUISITION VS. LEARNING ON

MOTIVATION

Different acquisition-inspired or learning-inspired approaches will have different effects

in terms of learner motivation throughout the learning process.
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Acquisition approaches are usually separate from a study plan and are naturally more
oriented to a learner's individual needs and goals there will also be more activities based
on conversation rather than grammar this will make the learner feel more motivated to
speak and you will have better knowledge and will be able to start conversations more
easily

Now the inspired approaches to learning are normally linked to a study plan and mark
the knowledge that can be obtained from the language, especially in its grammatical
structures instead of communication skills, in this it takes a long time to reach the
student's objectives This, if not counteracted with a charismatic and lively teacher, will
eventually exhaust the student's motivation, especially if one takes into account that
mastering a foreign language can take a long time to achieve.

AGE AND THE EFFICIENCY OF ACQUISITION VS. LEARNING

There are several studies that tell us that learning is easier, faster and more complete at
a younger age. In the same way that age is a determining factor in learning foreign
languages in general, it is also a determining factor in the level of acquisition and
learning efficiency. Without taking into account individual differences such as
personality, motivation, hearing and taking the normal learner as a sample, we can say
that at a younger age, acquisition over learning is more efficient. At the same time,
learning proves to be partially efficient only during the age of intellectual maturity.

NATIVE VS. NON-NATIVE INSTRUCTURS

Native and non-native teachers have different talents. Similarly, acquisition-inspired and

learning-inspired language programs require different talents. Language teaching is

based primarily on the study of languages which strictly follows a study plan and
working on a written language and repetition exercises. For this type of teaching, non-
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native teachers with the experience of "having already traveled the same path " may
have an advantage over native speakers.

However, in language acquisition, the main objective is human interaction, in which one
functions as a facilitator, providing a large amount of comprehensible information, and
through which the other (the learner) selects his own path developing his ability in a
direction that interests you personally. or professionally. Instead of a curriculum,
language acquisition programs offer intercultural communication through a personal
relationship. Here the presence of authentic representatives of the language and culture
to be assimilated is essential. Native or near-native instructors therefore have a clear
advantage in a communicative approach inspired by the concept of language
acquisition.

Krashen's Theory of Second Language Acquisition

The Acquisiti on-Learning 

The Acquisition-Learning distinction is the most important of the five hypotheses in

Krashen's theory and the most widely known and influential among linguists and
language teachers.

According to Krashen there are two independent systems of second language

performance: 'the acquired system' and 'the learned system'. The 'acquired system' or
'acquisition' is the product of a subconscious process very similar to the process children
undergo when they acquire their first language. It requires meaningful interaction in the
target language - natural communication - in which speakers are concentrated not in the
form of their utterances, but in the communicative act.

The 'learned system' or 'learning' is the product of formal instruction and it comprises a
conscious process which results in conscious knowledge 'about' the language, for
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example knowledge of grammar rules. A deductive approach in a teacher-centered

setting produces 'learning', while an inductive approach in a student-centered setting
leads to 'acquisition'.

According to Krashen 'learning' is less important than 'acquisition'. (See our slide show
about Acquisition/Learning).

The Monitor hypothesis

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, and
 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
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introverts and perfectionists are over-users. Lack of self-confidence is frequently related

to the over-use of the 'monitor'.

The Input hypothesis

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 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'. We can then define 'Comprehensible Input' as the target

language that the learner would not be able to produce but can still understand. It goes
beyond the choice of words and involves presentation of context, explanation,
rewording of unclear parts, the use of visual cues and meaning negotiation. The
meaning successfully conveyed constitutes the learning experience.

The Aff ecti ve 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, anxiety and personality traits. Krashen
claims that learners with high motivation, self-confidence, a good self-image, 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.
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Natural Order hypothesis 

Natural Order hypothesis is based on research findings (Dulay & Burt, 1974; Fathman,
1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of
grammatical structures follows a 'natural order' which is predictable. For a given
language, some grammatical structures tend to be acquired early while others late. This
order seemed to be independent of the learners' age, L1 background, conditions of
exposure, and although the agreement between individual acquirers was not always
100% in the studies, there were statistically significant similarities that reinforced the
existence of a Natural Order of language acquisition. Krashen however points out that
the implication of the natural order hypothesis is not that a language program syllabus
should be based on the order found in the studies. In fact, he rejects grammatical
sequencing when the goal is language acquisition.

The Role of Grammar in Krashen's View

According to Krashen, the study of the structure of the language can have general
educational advantages and values that high schools and colleges may want to include
in their language programs. Any benefit, however, will greatly depend on the learner
being already familiar with the language. It should also be clear that analizing the
language, formulating rules, setting irregularities apart, and teaching complex facts
about the target language is not language teaching, but rather is "language
appreciation" or linguistics, which does not lead to communicative proficiency.

The only instance in which the teaching of grammar can result in language acquisition
(and proficiency) is when the students are interested in the subject and the target
language is used as a medium of instruction. Very often, when this occurs, both teachers
and students are convinced that the study of formal grammar is essential for second
language acquisition, and the teacher is skillful enough to present explanations in the
target language so that the students understand. In other words, the teacher talk meets
the requirements for comprehensible input and perhaps, with the students'
participation, the classroom becomes an environment suitable for acquisition. Also, the
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filter is low in regard to the language of explanation, as the students' conscious efforts
are usually on the subject matter, on what is being talked about, and not the medium.

This is a subtle point. In effect, both teachers and students are deceiving themselves.
They believe that it is the subject matter itself, the study of grammar, that is responsible
for the students' progress, but in reality their progress is coming from the medium and
not the message. Any subject matter that held their interest would do just as well.

CONCLUCION
With all the research and reading for this work, I can say several conclusions and I agree
on some points with Krashen. I say that language acquisition is more efficient than
language learning to achieve functional skills in a foreign language, not only in
childhood.

Language learning is limited to a complementary role in the form of supporting lessons

and study materials, and will be useful only for adult learners who have a reflective and
analytical learning style and make good use of the tracking feature. Language learning
will also be more useful for languages with a higher level of regularity, as well as in
situations where the number of students per group cannot be reduced. Efficient
language teaching is not tied to a package of structured lessons based on grammatical
sequencing, translation, or oral drilling, nor is it supported by technological resources.

Efficient teaching is personalized, takes place in a bicultural environment, and is based

on the personal skills of the facilitator to build relationships and create real
communication situations with comprehensive input that focuses on the interests of the
learner.

BIBLIOGRAPHY
https://www.sk.com.br/sk-krash.html

https://www.sk.com.br/sk-laxll.html

https://utesinternationallounge.com/language-acquisition-versus-language-learning/

https://www.grin.com/document/62730?lang=es
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https://revistas.uned.ac.cr/index.php/innovaciones/article/view/644

https://www.clubensayos.com/Espa%C3%B1ol/Second-Language-Acquisition/1801374.html