Second Language Acquisition Theories (A brief description) Compiled by: Nicole Lefever

Second Language Acquisition Theories ●Behaviorist ●Innatist ●Interactionist ●Krashen’s Five Hypotheses

Behaviorist Theory in the classroom ●Source of linguistic input ○language dialogues and drills from teacher or audiotape ●Nature of input ○Structured by grammar ●Ideal classroom composition ○All learners have similar proficiency in the target language ●Student output o Structured repetitions and grammar pattern drill responses ●Pressure to speak o Immediately ●Treated of Errors o Errors are corrected immediately Peregoy & Boyle, 2013, p.67

Innatist Theory in the classroom ●Source of linguistic input o Natural language from teacher, friends, and/or books ●Nature of input o Unstructured, but made comprehensible by teacher ●Ideal classroom composition o All learners have similar proficiency in target language, with the ability to challenge by one proficiency level ●Student Output o Not a concern, it will occur naturally ●Pressure to speak o “Silent Period” expected ●Treatment of errors o Errors are not corrected o Students will correct themselves over time Pereogy & Boyle, 2013, p. 67

Interactionist Theory in the classroom ●Sources of linguistic input o Natural language from the teacher, friends, and books ●Nature of input o Unstructured o Focused on communication between learner and others ●Ideal Classroom Composition o Native speakers together with ELLs for social interaction aimed at communication ●Student output o Speaking occurs naturally in communication with others ●Pressure to speak o None o Natural impulse to communicate ●Treatment of errors o Errors that impede communication will be corrected naturally as meaning is negotiated o Some errors may require explicit corrective instruction Peregoy & Boyle, 2013, p. 67

Krashen’s Five Hypotheses (1) Acquisition/Learning Hypothesis There is a distinct difference between acquiring and learning a second language ●Implementation in the classroom ○ Peregoy and Boyle (2013), mention that it is important to create opportunities for social interaction in order to develop second language acquisition (p. 71). When learners interact socially, they are able to take in the various cues of body language to help interpret meaning (if needed); making this a great strategy for beginners of the English language. Having learners work in small cooperative groups is a great way for learners to develop language acquisition, as they are communicating socially with a peer(s) and gaining academic knowledge simultaneously ○Peregoy and Boyle (2013), mention that it is important to create opportunities for social interaction in order to develop second language acquisition (p. 71). When learners interact socially, they are able to take in the various cues of body language to help interpret meaning (if needed); making this a great strategy for beginners of the English language. Having learners work in small cooperative groups is a great way for learners to develop language acquisition, as they are communicating socially with a peer(s) and gaining academic knowledge simultaneously.

Krashen’s Five Hypotheses (2 and 3) Monitor Hypothesis Formal study of language leads to development of an internal grammar monitor (editor) when there is: sufficient time, focus on grammatical form, and explicit knowledge of the rules. ●In the classroom o Focus on language teaching should be communication o Use of rote rule learning only to polish their language Natural Order Hypothesis Learners acquire (rather than learn) the rules of a language in a predictable sequence. Certain grammatical features tend be acquired earlier than others.Studies have shown this to be based on the native language of the speaker (Peregoy & Boyle, 2013).

Krashen’s FIve Hypotheses (4) Input Hypothesis The learners’ understanding of the target language comes from natural communication situations with comprehensible input that are just a bit beyond the acquirer’s current level of second language development. (i + 1) i meaning input. Acquirer will be able to determine meaning by using context, body language, and general background knowledge. ●In the classroom o Free choice in topics of interest to read in order to boost vocabulary and other aspects of language. o Constant and consistent communication in the classroom where the acquirer can be a listener and a speaker

Krashen’s FIve Hypotheses (5) Affective Filter Hypothesis There is focus on social-emotional variables. The learning environment variables that favor second language acquisition are: low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem. ●In the classroom o Welcoming, nurturing, open, understanding learning environment o Educators should get to know the learner and make him/her feel like vital part of the classroom community o Learners should feel like they can make mistakes without ridicule o “Silent period” should be expected o Acquire language by listening and understanding

References Peregoy, S. F. & Boyle, O. W. (2013). Reading, writing, and learning in ESL (6th ed.). Boston, MA: Pearson Education.