IUTSO

Barcelona – Anzoátegui

Section: IDC

Linguistics

Theories of the acquisition of a second

language

Student:

María Da Costa

ID: 28.223.369
 Introduction

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.

Language acquisition does not require extensive use of conscious grammatical

rules, and does not require tedious drill.

Acquisition requires meaningful interaction in the target language - natural

communication - in which speakers are concerned not with the form of their
utterances but with the messages they are conveying and understanding.
 Theories of the acquisition of a second language

The acquisition of a second language or second language, or L2 is the process by

which people learn a second language.

An L2 is a second language, a foreign language or a target language if you have

an L2 you are a non-native speaker of that language unlike an L1s, not everyone
has an L2

1- Theories of Stepher Krasher and the fire hypothesis of acquisition of

second language

 Acquisition – learning hypothesis

The Acquisition-Learning Hypothesis states that there is a distinction between

language acquisition and language learning. In language acquisition, the student
acquires language unconsciously. This is similar to when a child picks up their first
language.

 Monitor hypothesis

States that the learner is counciosly learning the grammar rules and function of the
language rather that it’s meaning

The monitor hypothesis asserts that a learner's learned system acts as a monitor to
what they are producing. In other words, while only the acquired system is able to
produce spontaneous speech, the learned system is used to check what is being
spoken.

 Natural order hypothesis

Is based on the finding that language learners learn grammatical structures in a

fixed and universal way

 Input hypothesis

Place more enphasis on the adquisition of the second language. This theory is
more concerned about how the language is acquire rather than learned

This states that learners progress in their knowledge of the language when they
comprehend language input that is slightly more advanced than their current level.
  Affective filters

Language acquisition can be affected by emotional factors. If the affective filter is

higher, then the student is less likely to learn a language

2- Theory of universal grammar (Noom chesky)

Chosky suggest that the ability to learn grammar is built into the human brain from
birth regardless of language. “The universal grammar theory “suggest that every
language has some of the same laws

3- Theoretical orientation to L2 methods and approaches

There are four general orientations amony modern second language appoaches:

 Structural / linguistics

Structural linguistics is defined as a study of language based on the theory that

language is a structured system of formal units such as sentences and syntax.

Based on beliefs about the structure of language and descriptive or contrasctive

linguistics

 Cognitive

Based on theories and learning applied specifically to second language learning.

Focus on the learning strateguies that are compatible with the learners own style

 Affective / interpersonal

Focus on the psychological and affective predisposition of the learner that

enhances or inhabit learning

 Functional / communicative

Based on theories of language acquisition, often refored as the “ natural “

approach, and on the use language for communication
Other important aspects are:

 The grammar

Study or use of the rules about how words change their form and combine with
other words to make sentences

 Translations approach

A form of literal translation which seeks to match the individual words of the original
as closely as possible to individual words of the target language

 The direct approach

When you use the direct approach, the main idea (such as a recommendation,
conclusion, or request) comes in the "top" of the document, followed by the
evidence.

 The reading approach

Is an outdated way of teaching English, mainly as an additional language. The

theory behind the method was that students could pick up the basics of English
simply by learning to understand words and grammatical patterns from written text.

 The audio lingual method

The Audio-Lingual method focuses on oral skills. It aims to improve students'

speaking achievement. Language items are presented to students in spoken form
without reference to the mother tongue so that they can learn language skills
effectively.

 The silent way

The silent way is a methodology of teaching language based on the idea that
teachers should be as silent as possible during a class but learners should be
encouraged to speak as much as possible

 Behaviorism

Teachers use behaviorism to show students how they should react and respond to
certain stimuli. This needs to be done in a repetitive way, to regularly remind
students what behavior a teacher is looking for.
 Conclusion

In summary, it is clear that each theory each has valid points and have
shown versions in the language that the hypotheses can produce.
Motivation, aptitude, age, social history and self -confidence affect
students' skills. At present, and knowledge we have, I think it is
important that teachers consider the aspects of the important aspects
of each theory when preparing their students. Clearly, not all theories
will cover all events, but with careful thought and consideration, ideas
can be applied and the results will show whether or not for private
students of students.
 Bibliography

https://dictionary.cambridge.org/dictionary/english/grammar

https://www.slideshare.net/montassermohamed10/approaches-of-translation

https://www.twinkl.com/teaching-wiki/reading-method

https://www.teachingenglish.org.uk/article/silent-way

https://www.yourdictionary.com/structural-linguistics