1. Theories of Second Language Acquisition
(Principles of Language Learning and Teaching
H. Douglas Brown Chapter 10)
Material prepared by Francisca Choque- MA TESOL

2. Towards an Integrated theory of Second/Foreign Language Acquisition
We’ve studied L1 acquistion, which has been compared to L2 acquisition, concepts such as imitation, transfer, negotiation of meaning, overgeneralization, have been applied.
We’ve analyzed one first model of SLA, Krashen’s hypotheses and how his model of 5 hypothesis connect to the learning and acquisition of TL.
Two models will be introduced today, focused on heuristic processes
McLaughlin’s attention-Processing Model and
Implicit-Explicit Model.

3. Krashen’s Five Hypotheses
The Acquisition- Learning Hypothesis: it claims that acquired language results in fluent communication. Acquisition v/s Learning.
The Monitor Hypothesis: Learners correct themselves when they have time enought and want to sound “correct”. Knowing the rules of the targetuse The Natural Order Hypothesis: ng. language complement what has been acquired.
The Natural Order Hypothesis: There is a natural way of acquiring rules of a language which is not affected by the order in which rules have been learned in language classes.
The Input Hypothesis (i + 1): Language acquistion (comprehension and acquisition) is successfully accomplished when learners are exposed to comprehensible input This type of input should contain forms and structures just beyond the learner’s current level of competence in the target language.
The affective Filter Hypothesis: Learner’s diposition for acquisition.
subconscious process. It occurs very naturally in a non-threatening environment. The reserach strongly supports the view that both children
And adults can subconscioulsly acquire languages. Language Learning is what occurs at school in an academic setting. It is a conscious
Process. When we talk about rules and grammar of language, we are usually talking about learning subconscious process. It occurs very naturally in a
non-threatening environment. The reserach strongly supports the view that both children and adults can subconscioulsly acquire languages.
Language Learning is what occurs at school in an academic setting. It is a conscious
Process. When we talk about rules and grammar of language, we are usually talking about
learning
Language Acquisition is a subconscious process. It occurs very naturally in a
non-threatening environment. The reserach strongly supports the view that both children
And adults can subconscioulsly acquire languages.

5. McLaughlin’s attention processing
This cognitive theory
about attention- processing
is contrary to Krashen’s
dichotomy between
concious and
subconscious learning.
These mechanisms go in a
Continuum; when
one shows limited and
temporary capacity, controlled.
and when one performs a
task well, automatic.
Focal and peripheral attention can happen simultaneously, both types
of attention are “quite conscious” . One more advanced learners give
attention to meaning, function, purpose, then peripheral attention is given
to language forms. There could be a movement from cell A, C, B and D in
adult second language learning of language forms.

6. Automatic processing
When a learner uses information automatically. He recognizes the components of a task, coordinates, integrates and organizes them into new units “allowing the old components to be replaced by a more efficient procedure. This process is called restructuring and it is similar to Ausbel’s concept of “subsumption”.

7. Implicit and Explicit Models-Bialystok
Explicit category: what one knows
about the language and is able to explain
those facts- ANALYZED knowledge. “learners can verbalize rules governing language”.
Implicit category: information that a one uses simultaneously and automatically, UNANALYZED
knowledge.
An interesting question posed in regards to AUTOMATICITYor NONAUTOMATICITY and
EXPLICIT AND IMPLICIT
knowledge is: “How long does a learner take before oral production performance?, “How long
will a teacher take to plan what will make learners ready to use language automatically and implicitly?”

8. Subject knowledge
‘The haystack was important because the cloth had ripped.’
-Parachute

9. Cultural knowledge
“Jane needed a new dress for the prom so she picked up her piggy bank and said, ‘Sorry old friend, it’s time to say goodbye’.”
Look at the words “prom”, “piggy bank”, “Sorry” – What difficulties would our students have with this sentence.