Theories of

Second Language
Acquisition (SLA)
HENDRA TEDJASUKSMANA

MEETING 1
WHAT LANGUAGE IS ?
WHAT LEARNING IS ?
WHAT TEACHING IS ?

C H A P T E R 1 0 ‘ T H E O R I E S O F S L A’ P P. 2 7 1 - 2 9 9 . P R I N C I P L E S O F L A N G U A G E L E A R N I N G A N D
T E A C H I N G . F O U RT H E D . 2 0 0 0 . L O N G M A N .
INNATIST MODEL: Krashen’s Input Hypothesis:
1. Acquisition-Learning Hypothesis
- adult second language learners have 2 means of
internalizing the TL : 1. acquisition, and 2. learning.

Acquisition: subconscious and intuitive process of constructing

the system of a language.
Learning : conscious ‘learning’ process in which learners attend to
form, figure out rules and are aware of their own
process.

B R O W N , P P. 2 7 7 - 2 7 9
- Adults should do as much acquiring as possible
in order to be able to achieve communicative
fluency.
- Krashen: conscious learning & subconscious
acquisition processes are mutually exclusive.
- learning cannot become acquisition.
- recommending a lot of acquisition activities in the
classroom & a very minor role assigned to learning.
2. Monitor Hypothesis
- in learning, not in acquisition
- monitoring output, editing & altering or
correcting
- when used optimally, fluency is established
3. Natural Order Hypothesis
- acquiring language rules in a predictable or
natural order.
4. Input Hypothesis
- acquirer understand input language
(hearing & reading) that contains structure
a bit beyond his/her current level of
competence i+1
- the language exposed to learners: just far enough
beyond the current competence so that learners
understand most and are challenged to progress.
- speaking should not be taught directly or
very early in the language classroom.
- speech ‘emerges’ once the acquirer has built
up enough comprehensible input i+1.
- input should not be so far beyond the reach ,
nor so close to the current stage that no
challenge at all.
5. Affective Filter Hypothesis
- best acquisition in environments where
anxiety is low, defensiveness absent and
support present.
- so affective filter should be low.
- so less learning in the classroom, engaged in
unmonitored meaningful communication in the
classroom
Disputes over Krashen’s ideas:
- SLA : a process engaging varying degrees of
learning and of acquisition. So, acquisition
and learning are not mutually exclusive.
Both are beneficial, depending on learners’
styles & strategies.
- Comprehensible input is questioned. Such a theory
ascribes little credit to learners & their active
engagement in the process.

T H E C O N C E P T O F C O M P R E H E N S I B L E I N P U T I S N O T N E W: T H E N E W
L E A R N I N G TA S K R E L AT E S TO W H AT L E A R N E R S A L R E A D Y K N O W. L E A R N E R S
E S TA B L I S H M E A N I N G F U L N E S S I F T H E Y A R E S T R O N G LY M O T I VAT E D .
COGNITIVE MODEL
1. McLaughlin’s Attention Processing Model
- information processes: controlled & automatic
- controlled process: capacity limited &
temporary; only a very few skills retained.
- automatic process: relatively permanent by a
process of restructuring where components are
coordinated, integrated and reorganized into new
units.
- processing continuum : focal and peripheral
attention. Focal : intentional attention or
‘conscious’ attention. Peripheral: beside,
external world.
Implicit and Explicit Model
- explicit linguistic knowledge: knowing about the
language, and the ability to articulate those facts.
- implicit knowledge: information automatically and
spontaneously used in language tasks.
- children implicitly learn phonological, semantic,
syntactic, and pragmatic rules for language but do not
have access to explanation of those rules explicitly.
Social Constructivist Model
- interaction hypothesis: dynamic nature of the interplay
between learners and their peers and their teachers and
others.
- interaction between learners and others: the focus of
observation and explanation.
- comprehensible input is the result of modified interaction: ex.
Native speakers slow down speech to 2nd language learners;
parents modify speech to their children “Mommy go bye bye
now”
- Impact: lg classroom must be carefully designed; material &
curriculum developers create optimal environments & tasks for
input and interaction.
The End