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LANGUAGE

ACQUISITION

THE

ACQUISITION

hypothesis

THE ACQUISITION hypothesis

Learning Distinction

there are two distinct and independent ways of developing second language competence

FIRST, LANGUAGE ACQUISITION

which speaks of a subconscious process

In other words, this is implicit learning of a language.

SECOND, LANGUAGE LEARNING

which is referred conscious knowledge of a second language

usually called “explicit learning”

THE NATURAL ORDER HYPOTHESIS

The acquisition of grammatical structures proceeds in a predictable order.

THE MONITOR HYPOTHESIS

THE MONITOR HYPOTHESIS

Acquisition- initiates our utterances in a second language and is responsible for fluency.

Learning- as a monitor or editor, to make changes in the form of our utterance, after it has been “produced” by the acquired system.

THE INPUT HYPOTHESIS

THE INPUT HYPOTHESIS

understanding messages or by receiving “comprehension input only”.

learners acquire language by “in taking” and understanding language that is a “ little beyond’ their current level of competence (Krashen, 1981).

THE AFFECTIVE FILTER HYPOTHESIS

This states how affective factors relate to the second language acquisition process. Affective factors include motivation, self- confidence and anxiety.

STUDY SKILLS AND COMPREHENSION SKILLS IN READING

1.PQRST METHOD

This method helps students focus on studying and prioritizing the information that relates directly to how they will use that information.

PREVIEW - looking at the topic by glancing over the headings or points in reading material.

QUESTION – formulating queries that may be answered.

READ – reading through reading material that relates to the topic the student wants to learn.

SUMMARY- allows individual students to put together information read.

TEST- assessing whether focus has remained. Answering the questions set for in the Question section.

2. SPIDER DIAGRAM

This links concepts together. This determines the theme relative to the other concepts presents in the selection.

PLANE TICKET IMMIGRATION DEPARTMEN OF FOREIGN AFFAIRS FROM ONE COUNTRY TO ANOTHER Fig.11 Sample Illustration

PASSPORT PASSPORT

PLANE TICKET

PLANE TICKET IMMIGRATION DEPARTMEN OF FOREIGN AFFAIRS FROM ONE COUNTRY TO ANOTHER Fig.11 Sample Illustration
PLANE TICKET IMMIGRATION DEPARTMEN OF FOREIGN AFFAIRS FROM ONE COUNTRY TO ANOTHER Fig.11 Sample Illustration

IMMIGRATION

PLANE TICKET IMMIGRATION DEPARTMEN OF FOREIGN AFFAIRS FROM ONE COUNTRY TO ANOTHER Fig.11 Sample Illustration
PLANE TICKET IMMIGRATION DEPARTMEN OF FOREIGN AFFAIRS FROM ONE COUNTRY TO ANOTHER Fig.11 Sample Illustration

DEPARTMEN OF FOREIGN AFFAIRS

FROM ONE COUNTRY TO ANOTHER

Fig.11 Sample Illustration of a Spider Diagram

3. SQ4R METHOD

SURVEY- The reader’s aim is not to go into detail but to develop a general idea of the structure.

QUESTION- It is thinking about the material and asking oneself questions which serve to keep the reader more involved with the material.

READ- It is reading carefully and trying to answer question.

WRITE- This is writing down the answers to the questions formerly raised.

RECITE – reciting what is being read; recalling main headings and ideas.

REVIEW – reviewing is the key figuring out what ones knows and what one needs to concentrate on.

4. PQ4R METHOD

PREVIEW- It surveying the chapter to determine the general topics being discussed, identifying the sections to be read as units and applying the next four steps to each section.

QUESTION- This is making question about section; simply transforming section headings to

READ- reading the section carefully trying to answer the questions one has made.

REFLECT- reflecting on the text as one is reading, trying to understand it, to think of examples, and to relate the material to the

RECITE- trying to recall the information contained in it and trying to answers questions.

REVIEW – after finished the chapter he/she goes through it mentally recalling its main points.

Thank you for listening !!

Thank you for listening  !!