2nd language acquisition vs. pedagogy

Naseem Alnaqeeb. Collage of Languages, Sana’a University. 2013

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Show the Differences and Similarities between Second Language

Acquisition Theory and Second Language Pedagogy.

The study of language acquisition

and language pedagogy, specifically

language learning, has caused many

theories to be created for the past

three decades. Theories such as

Contrastive Analysis, Universal

Grammar, Error Analysis and

Interlanguage Theory are among

them.

However, apart from these theories, which are considered by many to be ‘theoretical’,

Stephen Krashen’s Monitor Model Theory is successful as much as second language

acquisition and learning is concerned. Krashen developed this theory in the 1970’s.

This theory is most widely known among linguists and language practitioners. His

theory was presented in terms of five well-known hypothesis, of which the

fundamental hypotheses is that there is a difference between acquisition and learning.

The five hypotheses of Krashen’s theory are; The Acquisition-Learning Hypotheses,

The Monitor Hypotheses, The Natural Order Hypotheses, The Input Hypotheses and

The Affective Filter Hypotheses.

According to Krashen’s acquisition-learning hypothesis, there are two independent

ways to develop our linguistic skills: acquisition and learning. Thus there are two

independent systems of Second language performance: 'the acquired system' and

'the learned system'. The 'acquired system' alludes to 'acquisition', which is the

product of a subconscious process that is very similar to the process children undergo

when they acquire their first language. This process of acquisition requires meaningful

interaction in the target language, in which speakers are concentrated not in the form

of their utterances, but in the communicative act they are supposed to perform. On

the other hand, the 'learned system' or 'learning' is the product of formal instruction


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which is a conscious process that produces conscious knowledge 'about' the language,

for example knowledge of grammar rules. In this sense, Krashen points out that

'learning' is less important than 'acquisition'.

“Rules and exceptions will make sense and grammar, word

choice and pronunciation will be employed appropriately if it

"sounds" right. Language analysis and the deductive, rule-

driven study of grammar are not only ineffective to produce

communicative ability, but also frustrating. It is much easier

and more enjoyable to acquire a language than it is to learn

a language.” (Krashen, S: 1988).

Relationship between acquisition and learning is explained by The Monitor hypothesis.

The monitoring function is the practical result of the learned grammar. According to

Krashen, for the Monitor to be successfully used, three conditions must be met: first,

the acquirer/learner must know the rule, which is a very difficult condition to meet

because it means that the speaker must have had explicit instruction. Second, the

acquirer must be focused on correctness that is he / she must be thinking about form,

and it is difficult to focus on meaning and form at the same time. Thirdly , the learner

has sufficient time at his/her disposal, so that he/she is focused on form rather than

meaning, resulting in the production and exchange of less information Having time to

use the monitor. And because of these difficulties, Krashen recommends using the

monitor at times when it does not inte0rfere with communication, such as while

writing.

The acquisition of grammatical structures follows a “natural order” which is

predictable. For a given language, some grammatical structures tend to be acquired

early while others late. Moreover, the order of acquisition for second language is not

the same as the order of acquisition for first language. Krashen believes that the

implication of the natural order hypothesis is not that our syllabi should be based on

the order found in the studies, and he rejects grammatical sequencing in all cases

where the goal is language acquisition.

The Input hypothesis is Krashen's attempt to explain how the learner acquires a

second language. It revolves around the proposition that we acquire language only

when we understand language that contains structure that is “a little beyond” where

we are now in their linguistic competence, and this is possible because we use more


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than our linguistic competence to help us understand. The input hypothesis says that

we acquire by “going for meaning” first, and as a result, we acquire structure. It also

states that speaking fluency cannot be taught directly. It emerges over time, on its

own. The best way to teach speaking, according to this view, is simply to provide

comprehensible input. For example, if a learner is at a stage 'i', then acquisition takes

place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.

One last issue regarding this hypothesis is that Krashen reflected upon the problem

that not all of the learners can be at the same level of linguistic competence at the

same time. Krashen suggests that natural communicative input is the key to designing

a syllabus, so that each learner will receive some 'i + 1' input that is appropriate for

his/her current stage of linguistic competence.

The last hypothesis, the Affective Filter, is somehow related to psychology. Krashen

propose his view that a number of 'affective variables' play a facilitative, but non-

causal, role in second language acquisition. By variables Krashen means motivation,

self-confidence and anxiety. The idea here is that learners with high motivation, self-

confidence, a good self-image, and a low level of anxiety are better equipped for

success in second language acquisition, and vice-versa is true. Low motivation, low

self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and

form a 'mental block' that prevents comprehensible input from being used for

acquisition. To put it simple, when the filter is 'up' it hinders language acquisition.

As for teaching a foreign language, the conversation of the roles of researchers and

teachers arises. Teachers are often silent, having their hands full with daily planning

in the words of Susan Gass in Learning and Teaching: The Necessary Intersection.

The advantage of this is the necessity of constant experimentation, “and teachers are

therefore constant researchers”.

In this consistent dialogue between Second Language Acquisition researchers and

teachers everyone agrees that each side should have a better understanding of what

the other is doing. However, each party speaks with such a different perspective that

progress can be very difficult and slow. But teachers certainly benefit from some

useful research issues and articles by SLA (Second Language Acquisition) theorists,

names as John Paolillo, Anthony Ciccone, and others participated greatly to the

success of second language pedagogy. Krashen's theories, in particular certainly add

perspective that is badly needed in the teaching profession.


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Here follows an attempt to compare between Second Language Acquisition (SLA) and

Second Language Pedagogy.

Second language acquisition Second language pedagogy

Is learning a second language after a

first language is already established.

Second

language

learning (SLL)

Second

language

teaching

Is the term used

to refer to the

process by

which people

consciously

learn a second

language.

The process of

teaching a

language as a

the learner’s

second language

language is acquired language is learned

achieved by actually using the language

naturally

the second language is developed

with a conscious effort

Mostly happens with children Mostly happens with adults

Children learn language easier than

adults. Children seem to develop better

pronunciation skills ( can speak as

natives)

It is nearly impossible for adults to

develop completely native-like

pronunciation.

a child is in a very special privileged

position in society. Errors seem cute

when made by a child

adults lack such a privilege. Errors

are odd or weird when made by an

adult

no materials used

materials as curriculums, skills

improving tools, presence of

monitors (teachers) are available

learning the language learning ‘about’ the language

a subconscious process (we are not

aware that we are learning) conscious process


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the language is spoken in the

immediate environment of the learner,

who has good opportunities to use the

language by participating in natural

communication situations

the language is not spoken in the

learner's immediate environment,

although mass media may provide

opportunities for practicing receptive

skills. The learner has little or no

opportunity to use the language in

natural communication situations

involves developing the skill of

interacting with foreigners to

understand them and speak their

language.

involves receiving information about

the language, transforming it into

knowledge through intellectual effort

and storing it through memorization.

a classic example of second language

acquisition are the adolescents and

young adults that live abroad for a year

in an exchange program, often

attaining near native fluency, while

knowing little about the language. They

have a good pronunciation without a

notion of phonology, don't know what

the perfect tense is, modal or phrasal

verbs are, but they intuitively recognize

and know how to use all the structures.

examples are clear

attention is focused on the language in

its spoken form

attention is focused on the language

in its written form and the objective

is for the student to understand the

structure and rules of the language,

whose parts are dissected and

analyzed

no authority the teacher is an authority figure

includes performing conversation

the learner hardly ever masters the

use of learned structures in

conversation.

In case of acquiring certain skills, viz, writing, and reading, the presence of a

tutor, curricula and class system is inevitable.


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To conclude, language acquisition is an experience that can be attempted by anyone

at any time and need not any sort of effort or complications, whereas language

learning is limited to a complementary role in the form of support lessons and study

materials, and will be useful only for adult students that have an analytical and

reflective learning style and make good use of the monitoring function. However,

Language learning will be more useful for languages with a higher level of regularity,

as well as in situations where the number of students per group cannot be reduced.

References

Krashen, Stephen D. Second Language Acquisition and Second Language

Learning. Prentice-Hall International, 1988.

Magdalena Bobek. Second Language Acquisition and English Language

Teaching.

Susan Gass. Learning and Teaching: The Necessary Intersection.

http://crap87.blogspot.com

http://qenaga.org

http://teachertraining.linguaprof.com

http://tesl-ej.org

http://www.sk.com.br

http://crap87.blogspot.com/

http://qenaga.org/

http://teachertraining.linguaprof.com/

http://tesl-ej.org/

http://www.sk.com.br/

2nd language acquisition vs. pedagogy

Education

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