Second Language Acquisition

5 HYPOTHESES
GROUP MEMBERS
01 Do Thuy Lien
02 Nguyen Thi Le
03 Phung Van Anh
04 Ngo Thi Dinh
05 Minh Hang
 THE
ACQUISITION
– LEARNING
HYPOTHESIS
WHAT DOES
THE HYPOTHESIS
STATE ???
 WHAT DOES THE HYPOTHESIS STATE?

It claims that adults have two distinct ways of developing

competence in second language

via language acquisition

via language learning

Language acquisition

- Using language in for real communication

- The natural way to develop linguistic ability, and is a subconscious
process.

Example:
- Children are not necessary aware that they are
acquiring language, they are only aware that they
are communicating. (Children imitate teacher to
repeat a word that teacher have spoken ) .
Language acquisition

Example:
• You watched a movie and you was impressive by some interesting new
words/ sentences, after that you unconsciously kept it in your mind, then
you used it for real communication.
Language learning

- Results: We are not generally “aware” of the rules of language we

have acquired. Instead, we have a “feel” for correctness.

Example:

• When we hear an error, we may not know

exactly what rules was violated, but
somehow “know” that an error was
committed.
Language learning

- Means “knowing about” language, or “formal language” of a language.

- While acquisition is subconscious, learning is conscious.
 WHAT DOES THE HYPOTHESIS STATE?

Adults can still acquired second languages, that the ability to “pick
up” languages does not disappear at puberty, as some have
claimed, but is still with us as adults.

It does not imply necessarily that adults can acquire perfectly or

that they can always achieve a native level of performance in
second language.
 WHAT DOES THE HYPOTHESIS STATE?

It does not specify what aspects of language are acquired and

what are learned or how the adult performance uses acquisition
and learning in performance.

It only states that the processes are different and that both exist
in the adult.
THE EFFECTS OF LANGUAGE TEACHING
ON ACQUISITION AND ON LEARNING
 Teaching is directed totally at learning and not acquisition
The effect of language learning

In fact, conscious language learning is thought to be helped a

great deal by teaching: its goal is the learning of conscious rules,
and errors correction is thought to help the learner arrive at the
“right” form of the rules

Example:
A student of English says: “I goes to school every day”, and is corrected
and forced to repeat the utterance correctly, the student is supposed to
alter his mental vision of the third person singular rule and realize that
the “–s” ending only goes with the third person and not the first person.
The effect of language learning
Teaching does not facilitate acquisition

Error correction in particular does not seem to help

Example:
A sentence such as “Her curl my hair” was not corrected by a parent
in one of his studies since its meaning was clear in the context,
while Walt Disney comes on television on Tuesdays was corrected
since Walt Disney actually was on television on Wednesdays.

It is possible to encourage acquisition very effectively in the classroom.

 Acquisition Learning
- Similar to child first - Formal knowledge of
language acquisition. language
- “Picking up” a language. - “Knowing about” a
- Subconscious. language
- Implicit knowledge. - Conscious
- Formal teaching does - Explicit knowledge
not help. - Formal teaching helps
 THE
NATURAL ORDER
HYPOTHESIS
 WHAT DOES THE HYPOTHESIS STATE?

It states that grammatical structures are acquired in a predictable

order. Certain structures tend to be acquired early, while others
tend to be acquired late.

It is possible that structures may be acquired in groups, several

at about the same time.

It does not state that every acquirers will acquire those structures
in the exact same order
EXAMPLES FOR
THE HYPOTHESIS
 Children acquiring English as a first language tended to
acquire certain grammatical morphemes, or functions
words, earlier than others.( Brown – 1973)

ING (progressive) REGULAR PAST III SINGULAR

PLURAL (-s) POSSESSIVE (-s)
COPULA (to be)

AUXILARY (progressive) IRREGULAR PAST

ARTICLE (a.the)
 Children acquiring English as a second language also
show a "natural order" for grammatical morphemes,
regardless of their first language. The order of
acquisition for second language is not the same as
the order of acquisition for first language, but there
are some similarities.

The adult also show a natural order of grammatical

morpheme. However, this natural order for adults subjects
seems to appear only under certain conditions.

The natural order hypothesis can be true for the majority of

learners.
 • The author has asserted that language learning is not
about grammar

• The order may be different in production and

comprehension, variable across languages, dependin
on the structure of the learner’s first language.

SOME • The order of acquisition of the first langua

is different from the order of the second
language or even that same language as th

CRITICISIMS second language

THE USE OF NATURAL ORDER HYPHOTHESIS

Help teachers aware that certain structures of a language are

easier to acquire than others and therefore language structure
should be taught in an order that is conductive to learning.

Introduce language concept that are relatively easy for

learner to acquire and then use scaffolding to introduce
more difficult concept.

Come up with a suitable syllabus for their teaching

 THE
MONITOR
HYPOTHESIS
 What Does The Hypothesis State?

Conscious learning has an extremely limited function in adult

second language performance: it can only be used as a Monitor
(or an editor).

The utterance produced in second language is “initiated” by the

acquired system- and our conscious learning only comes into
play later.
Uses
The Monitor Hypothesis

To make changes in our utterance only after the utterance has been
generated by the acquired system. This may happen before we actually
speak or write.
Acquired system

Generate the utterance

The Monitor make changes

We speak or write
Uses
The Monitor Hypothesis

Example:

Tom asks Lily: “What is your sister doing?”

Lily prepares what she is going to say and
recognizes that she has to inflect the verb
correctly, and finally she response the
question: “She is eating an apple”.
Notes
The Monitor Hypothesis

The Monitor hypothesis does not say that acquisition is unavailable

for self-correction. We often self-correct, or edit, using acquisition, in
both first and second language.
A model of Adult Second Language Performance

Learned competence
( the Monitor)

Acquired
Output
competence
 The Monitor Hypothesis

What we
have aquired

The rules "Formal

What we have we
"pick up" FLUENCY learned in
language
"
class

Natural
communication Function: Checking and
making repairs on the
output of Acquisition
 The Monitor Hypothesis
Requirements To Use The Monitor
Rule
s
The performer has to have enough
time. fghjhj
fhghg

The performer has to be thinking about correctness, or be

focused on form.

The performer has to know the rule.

THE
INPUT
HYPOTHESIS
The hypothesis states simply that we
acquire language by understanding
input that is a little beyond our current
level of competence
 What Does The Hypothesis State?

Listening
comprehension Speaking

Reading Writing
 WHAT DOES THE HYPOTHESIS STATE? The Input Hypothesis

A corollary of the input hypothesis is the idea that input need not
to be finely . Input does not have to aim at only at i + 1

Finely-tuned Input Roughly-tuned Input

Speaker Speaker

Natural Natural
1 2 3 …i … i+1 … 96 …97 1 2 3 …i … i+1 … 96 …97
Order Order
Advantages Of Roughly-tuned Input

• We are assured that “i+1” will be covered

• We are assured of constant recycling and review.
• It will be good for more than once acquirer at the time
• Roughly tuned caretaker-like speech in the form of
teacher talk or foreigner talk
Caretaker Speech
The Input Hypothesis

It fits the input hypothesis because of interesting properties

1. It is motivated by the caretakers desire to be understand.

2. Caretaker speech is structurally simpler than the language
adults use with each other.
3. Caretaker speech is about the here and now.
Caretaker Speech
The Input Hypothesis

Forms:

Foreigner Talk: Native speakers to non-native speakers

Teacher Talk: foreigner talk in the second language

classroom
 Major Points The Input Hypothesis

• Related to acquisition, not to learning

• We acquire by understanding language a bit beyond our current
level of competence. This is done with the help of context.
• Spoken fluency emerges gradually and is not taught directly
• When caretakers talk to acquirers so that the acquire understand
the message, input automatically contains “i+1”, the grammatical
structures the acquirers is ready to acquire
Related to the Input Hypothesis
The Input Hypothesis

The input hypothesis is consistent with other phenomena in second

language acquisition.

Accounting for what may be called the silent period in

informal second language acquisition.

The silent period may be the time during which acquirers

build up competence by active listening, via input.
Related to the Input Hypothesis The Input Hypothesis

The results of these method comparision studies

 Differences between the methods are never very large, but are
occasionally statistically significant.

 Deductive methods such as cognitive- code, are more effective

for order students

 No difference between methods for adolescents.

 Methods emphasizing written skills produce better results for

reading and writing, speaking and listening.
Related to the Input Hypothesis The Input Hypothesis

Characteristics in common

 Compare methods

 Allowing a silent period to be delayed or optional.

 The students using these input methods do much better than in

either audio- lingual or cognitive- oriented control groups.
THE
AFFECTIVE FILTER
HYPOTHESIS
 The Effective Filter Hypothesis

Attitudinal variables relating to success in second language

acquisition generally relate directly to language acquisition,
not necessarily to language learning.

Certain affective variables are related to

second language achievement
 The Effective Filter Hypothesis
AFFECTIVE FILTER

Affective filter is an imaginary barrier

which prevents learner from acquiring
language from the available input

‘’Affect’’: Motives, needs, attitudes, emotional states

 The Effective Filter Hypothesis
OPERATION

Filter

Language
Acquired
Input Aquisition
Competence
Device
 +

Filter Up BETTER ACQUISITION

Happy, relaxed, motivated

Stressed, self-conscious, unmotivated

BLOCKING INPUT Filter Down

 The Effective Filter Hypothesis

Attitudinal variables relate primarily to subconscious language acquisition

have TWO EFFECTS

Encouraging input Contributing to a lower filter

Supply good comprehensible input

TEACHER
Lower the affective filter
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