T O W A R D A T H E O R Y O F

Second Language Acquisition

group 10
TEMPRA, Rodelyn
TOLENTINO, Noritess
TOLPO, Gabrielle
 What are the conditions for varied cognitive capacity It’s up to you to fashion your own
Second Language Acquisition? personality types
cultural context personal understanding of the
Why do some people fail to communicative function tapestry, the self-constructed system
learn a second language? developmental stages of variables is YOUR theory of SLA.
BUILDING A THEORY OF SLA HYPOTHESIS AND CLAIMS CRITERIA FOR A VIABLE THEORY HOT TOPICS IN SLA
A theory of SLA is RESEARCH
chapters 1 - 9 How do we know if we have
Age Factors really an interrelated the appropriate components EXPLICIT AND IMPLICIT
Psychological Factors set of hypotheses and of SLA? LEARNING
Sociocultural Factors claims about how
Linguistic Factors people become Chaos/Complexity Theory AWARENESS
proficient in a Larsen-Freeman (1997
INPUT AND OUTPUT
No single component of second language. Beware of:
a theory is sufficient false dichotomies FREQUENCY
Lightbown 1985
alone; the interaction linear, causal approaches
and interdependence of Lightbown & Spada 1993 to theorizing an innatist model:
the other components overgeneralization krashen's input
are necessary. Lightbown 2000 & 2003 reductionist thinking hypothesis
BULACAN
STATE
UNIVERSITY

Krashen's Five
Hypotheses
Student
Noritess C. Tolentino
I. THE ACQUISITION - LEARNING
HYPOTHESIS

II.THE MONITOR HYPOTHESIS

III. THE NATURAL ORDER HYPOTHESIS

IV. THE INPUT HYPOTHESIS

V. THE AFFECTIVE FILTER HYPOTHESIS 2

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IMPLICIT
AND
EXPLICIT
MODELS
2
Implicit and Explicit
Implicit learning is acquisition of knowledge about the
Learning of Languages
underlying structure of a complex stimulus environment by
(N. C. Ellis, 1994)
a process which takes place naturally, simply and without
conscious operations.
Explicit learning is a more conscious operation where the
individual makes and tests hypotheses in a search for
structure.

Knowledge attainment can thus take place implicitly (a

nonconscious and automatic abstraction of the structural
nature of the material arrived at from experience of instances),
explicitly through selective learning (the learner searching for
information and building then testing hypotheses), or, because
we can communicate using language, explicitly via given rules
(assimilation of a rule following explicit instruction). 2
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IMPLICIT
UNANALYZED
AUTOMATIC

EXPLICIT
ANALYZED
NON-AUTOMATIC
FORM FOCUSED
 LONG'S INTERACTION
HYPOTHESIS
INTERACTION
HYPOTHESIS

MODIFIED CONVERSATIONAL
INTERACTION ADJUSTMENT

LANGUAGE
ACQUISITION
COMPREHENSION
OF INPUT
 Krashen’s Revisited: Case
Study of the Role of Input,
Motivation and Identity in
Second Language Learning
/
Balay & Fahad.-- Vol. 12, No.2.– Arab World
English Journal (AWEJ), June 2021.
https://files.eric.ed.gov/fulltext/EJ1311570.p
df
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 Introduction
Case Study (AUTHOR : MY ENGLISH LANGUAGE
LEARNING STORY)
Analysis of the Author’s Story
* Motivation, Intrinsic and Extrinsic
* Identity