Teaching English As A Second Language Instruction

1302 WordsApr 12, 20176 Pages
As a student teacher, I find it extremely important to learn and reflect on language acquisition theories made by many different theorist. As New Zealand is becoming more and more culturally and ethnically diverse (Stats NZ, 2013). This means classrooms will be more diverse. Hence it is important to have knowledge pedagogically on how teacher deliver a second language lesson and how to support ESOL students. Looking at Krashen’s theory, it is broken down into five hypothesis. Acquisition/learning, monitor, natural order, input and affective hypothesis. These hypothesis decipher language learning into different aspect where teachers need to understand and approaches to teaching english as a second language or a second language in general.…show more content…
This being said it is important for teacher to not force grammatical structures or rules on learners until they are ready. The input hypothesis suggest that language acquisition occurs when learners receive messages and make meaning from it. This is known as comprehensive input. Krashen further suggest that comprehensive input should be one level above the learner 's current level of understanding (understanding of form not meaning). The last hypothesis affective filter, proposes that affective variables can hinder the success in second language acquisition. These are like motivation, self-confidence and anxiety. The hypotheses in Krashen’s theory of second language acquisition supports the ESOL students in many ways as each hypotheses in the theory is like an approach for teaching. For example the affective filter hypothesis talks about the the importance of making lessons motivating, builds self-confidence and low anxiety (Krashen, 1982). Providing comprehensive input in low anxiety situation with messages that are meaningful for learners. These hypotheses do not force learning, but accommodates students to learn when they are comfortable and ready. Through learning about Krashen’s theory, I have noticed that Vygotsky’s concept of zone of proximal development (ZPD) in social constructivism display similarities. Vygotsky Social constructivism approach emphasis on the social context of learning and see that
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