1. THEORY OF SECOND LANGUAGE LEARNING

2. Does the learner already know a language?
Is the learner cognitively mature?
How well developed is the learner’s metalinguistic awareness?
How extensive is the learner’s general knowledge of the world?
Is the learner nervous about making mistakes and sounding ‘silly’ when speaking the language?
Does the learning environment allow the learner to be silent in the arely stages of learning, or is s/he expected to speak from the beginning?

3. Is there plenty of time available for language learning to take place, planty of contact with proficient speakers of the language?
Does the learner receive corrective feedback when s/he makes error in grammar or pronunciation, or does the listener overlook these errors and pay attention to the message?
Does the learner receive corrective feedback when s/he uses the wrong word, or does the listener usually try to guess the intended meaning?
Is the learner exposed to language which is at an appropriate level of difficulty in terms of speed of delivery, complexity of grammatical structure, and vocabulary?

4. Learners characteristics
L1 LEARNER
no cognitive maturity no metalinguistic awareness no world knowledge
L2 LEARNER
acquired one language idea of language work incorrect guesses about the L1

5. YOUNG L2 LEARNERS
cognitive maturity metalinguistic awareness (age) nervousness
CHILDREN
nervousness not well developed speaking skills happy chats silent participation in social interaction not pressure to speak

6. LEARNING CONDITIONS
YOUNG LEARNERS
OLD LEARNERS
silence
silence
large amount of time of language exposition
limited amount of time

7. MODIFIED INPUT
FIRST LANGUAGE
SECOND LANGUAGE
caretaker talk
foreigner / teacher talk
corrections of meaning / word choice
errors – no interference with meaning
correction- when there’s a misunderstanding
correction - classroom

8. learning = habit formation
BEHAVIOURISM
learning = habit formation
linguistic input + environment & reinforcement
errors = L1 interference
Contrastive Analysis Hypothesis (CAH)
L1 influence
Learner’s errors are not predictable on the basis of CAH
errors are bi-directional
CAH – similarities make the learning process easy; differences, difficult.
Errors are bidirectional : the dogs it. The dogs eats the cookie. Le chian mange le biscuit. Le chian le mange. The dog it eat it- le chian mange le.
Learner intuitions towards possible transfer

9. COGNITIVE THEORY
SLA – knowledge build-up - automatically for speaking & understanding
attention to any language feature – understand or produce
learners’ experience & practice – quick automaticity (no awareness)
restructuring – assimilation + accomodation: burst of progress or back-sliding
no prediction about the L1 structure transfer

10. CREATIVE CONSTRUCTION THEORY
internal representations of language – predictable stages
acquisition happens as the learners read or hear –outocomes: speech & writing
communicative situations - usefulness

11. KRASHEN’S MONITOR MODEL
the acquisition-learning Hypothesis: ACQUISITION LEARNING 
the monitor hypothesis: the ACQUIRED system the LEARNED system
conditions: sufficient time, focus on form, knowledge of rules
weak point: no possibilities for differentiating acquisition from learning

12. 
the natural order hypothesis – predictable sequencial acquisition rules 
the input hypothesis – comprehensible input 
the affective filter hypothesis – UP / DOWN: motives, needs, attitudes, emotional states
Weak point: difficulties for assuring what affective factors cause the differences. SUCCESS = more positive motivation (a low affective filter)

13. INTERACTIONIST VIEW
modified input
interactional modification makes input comprehensible
comprehesible input promotes acquisition
interactional modification promotes acquisition
native speech modifications when talking to non-native:
comprehension checks
clarification requests
self-repetition or paraphrase