Stephen Krashen Theory Of Second Language Acquisition

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Every human being holds a set of inherent behaviors that enables them to thrive and evolve over time. Be it, anger, jealousy, or closing your eyes when exposed to extreme brightness, one of the most unique human instincts is language. Language is the system in which humans can communicate amongst each other, an incredible phenomenon, and yet for many years psychologists and scientists have yet to come up with one set theory as to how we acquire the languages we have. There are two fundamentally different theories on language acquisition that I will be presenting, the first by linguist Noam Chomsky and the second by psychologist B.F Skinner.

In the book Why Tesol?, it states that the major tenets of Cummins’ model of second language acquisition is the framework that focuses on the “distinction between social language and academic language.”Cummins suggests that academic language takes longer to acquire and social language is easier because it is in the “here and now”. Cummins’ Quadrant Model consists of 4 quadrants: Quadrant 1 - Social language; Quadrant 2 - Target language; Quadrant 3 - Target language; Quadrant 4 - Academic language. (p. 152). Although, there are many models of second language acquisition, I felt that Cummin’s model was a great representative of where Carlos’ second language acquisition has fallen behind. When beginning remediation with Carlos’ my first priority is to provide him with a solid foundation of academic vocabulary that will assist him throughout his learning experience. This process is beneficial when teaching content area. In order for Carlos to succeed in the classroom he will need to become familiar and be able to comprehend the content area. Before beginning each lesson I would have Carlos share his knowledge of the vocabulary words and academic language that is beneficial to the lesson. This will provide insight to see which areas I need to review and which areas he has a strong foundation in. Next, I would provide Carlos with various opportunities to obtain the vocabulary needed in each content area. To develop his vocabulary I would provide him with a guide prior to

Language is the primary way to communicate, learn and express identity. Some language learners are successful by virtue of their sheer determination, hard work and diligence. However, there are other crucial factors influencing success that are largely beyond the control of learners. ' 'Second language is any language other than the learner 's native language or mother tongue ' '(Mitchell pg 5). To be successful in second language acquisition, there are various factors which act as barrier in the process of learning English as a second language.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Numerous theories try to explain the process of language acquisition. These theories fall into one of two camps. The environmentalist (or connectionist) theory of language acquisition asserts that language is acquired through environmental factors (Halvaei et al. 811). Theorists in this camp believe that a child learns language by gaining information from the outside world and then forming associations between words and objects. The nativist (or rationalist) approach, on the other hand, asserts that it is innate factors that determine language acquisition. Noam Chomsky, often described as “the father of modern linguistics”, falls into this camp as he believes that speech is the result of hidden rules of language that are hidden somewhere in the brain (Rahmani and Abdolmanafi 2111). Steven Pinker, a colleague of Chomsky, is a renowned psychologist, cognitive scientist and linguist who discusses his own theories on language acquisition in his book Words and Rules.

According to the text,Reading, Writing and Learning in ESL: A Resource Book for Teaching K-12 English Learners (2017), “behaviorist, innatist, and interactionist views of second language development have influenced teaching methods” for many years and continue to do so (p. 69). This paper will describe the different types of classrooms suggested by the following three views of language acquisition: behaviorist, innatist, and interactionist. This paper will also discuss the teacher’s role, treatment of errors, and grouping patterns in the classroom.

The Critical Period Hypothesis for language acquisition was popularised by Eric Lenneberg (1967) upon the foundations laid by neurologist Wilder Penfield and colleague and Lamar Roberts (1959). It is the subject of a linguistic debate over the extent to which language acquisition is biologically linked to age. As defined by Reber and Reber (2001), the critical period is, 'a period of time during which an organism is optimally ready for the acquisition of specific responses’. This essay will consider the evidence, both supporting and contesting the Critical Period Hypothesis as well as how the findings of these studies implicate language learning. It shall also endeavour to engage with alternative suggestions and ultimately argue for the existence of a form of the critical period hypothesis, perhaps better called a sensitive period.

Question: How does Linguistic methodologies try to explain the grasp of language by age range, slips of tongue and the classic debate of nature vs. nurture.

In today’s society, it is essential that one knows more than one language to be very well qualified in acquiring jobs. However, learning a new language is not an easy task. One must be dedicated and be fully immersed to be fluent at it later on. There are certain grammatical rules that exists in one language but not in the others. Grammatical gender, for an example, is present in various languages around the world, including German. In the other hand, there is the English language which does not possess the use of gender grammar, specifically definitive article “the” and indefinite articles “a/an” in English, and “der/die/das” and “ein/einer/ein” in German. Der/ein is the gender grammar for masculine words, die/einer for feminine, and das/ein for neutral. However, these article could change depending if the sentence is describing the noun being presented is either genitive, dative, or accusative, turning them to either des/dem/den or eines/einem/einen. Despite such complex article rule, German and English are both Indo-European languages that have several cognate words, which could be beneficial for English speakers learning the language.Another interesting idea is whether bilinguals of English and Tagalog, which is an Austronesian language, would have such limitation in being fluent to the third language because of the article rules. It would be interesting to see if

If instruction was to take into consideration the acquisition of learning capabilities that English-learners inquire, then the mastering of grammar would be effective for students. My perception is that students concepts of learning is on a level that is beyond expectations, therefore it is necessary to compare the instruction of naturalistic and instructed learners. Naturalistic learning is learning naturally with minimal assistance, to then master on your own acquisitions. Instructed learners are those who learn through instruction. Ellis’s (2008) article focuses on two factors that support naturalistic and instructed language acquisitions through implicit and explicit knowledge. Since, both of these concepts of learning are vital to students, teachers can support these learning acquisitions by ensuring that students are effectively instructed and following a natural order and a sequence of learning acquisition, therefore mastering grammatical structure (Ellis,

Over the past few decades, different theories emerged to explain how these children acquire their language such as behaviorism, nativism, and interactionism. The research on first language acquisition did not lead only to the previous theory, but it also led to the emergence of second language acquisition theories. One of these second language theories is the Monitor Model which was influenced by the nativist perspective on language acquisition. The Monitor Model also led to the emergence of different implications in second language teaching. Therefore, this research paper aims to answer the following two questions:

Stephen Krashen is one of the experts when it comes to language acquisition. He has theorized on the subject of second language acquisition for years and has been quite influential in this field of linguistics. He approaches the subject of second language acquisition by presenting his five theories for acquiring a second language. Aida Walqui is another expert; however, she approaches the subject from the aspect that contextual factors are involved in second language learning.

The language acquisition process is disparate between first language and foreign language. In this essay, we are going to investigate how they are different from each other on several aspects: phonology, semantics, syntax and pragmatics.

There are various theories and hypotheses concerning second language learning which explain how learners obtain the language in many aspects. Even though not one of them is accepted by researchers broadly, they are illuminating the progression of the second language learning. Most of them are related to branches including linguistics, neuroscience, education, sociolinguistics, and psychology. And all of them have their differences and similarities. In this essay those similarities and differences will be covered.