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THEORIES OF 2ND LANGUAGE ACQUISITION, : - Coggle Diagram
THEORIES OF 2ND LANGUAGE ACQUISITION
THE ACQUISITION-LEARNING HYPOTHESIS
acquiring
communication can speed up the process of learning (but children will be unaware of the grammatical rules)
children will repeat what they hear and try out the sound chains
requires meaning interaction in the targeted language
inductive approach in a student-centered setting
produces
acquisition
subconscious process of learning, occurs passively through implicit, informal or natural learning
learning
comprises a conscious process about the language learned
deductive approach in a teacher-centered setting
produces
learning- intonations, phonology, morphology, syntax of the target language
a result of
direct/ formal instruction
in the rules of language
usually children will have a basic knowledge of the grammar
THE INPUT HYPOTHESIS
comprehensible input
represented by i+1
a structure that is “a little beyond” the current understanding
involve an innate language acquisition device
only concerned with acquisition not learning
THE NATURAL ORDER HYPOTHESIS
acquire yes/no questions before the wh-questions
learners acquire the grammatical
structures of a language in the same order
Some rules tend to come
earlier than others
THE AFFECTIVE FILTER HYPOTHESIS
affected by
self confidence
anxiety
motivation
the lower the affective filter, the easier for pupils to acquire the langauge
involves feelings and emotions
THE MONITOR HYPOTHESIS
the learned system acts only as an editor or 'monitor' making minor changes and polishing what the acquired system has produced
function as practical result of the learned grammar
complements the acquisition-learning hypothesis
monitors the output of the acquired system
individual variation
the 'monitor' all the time
those learners who have not learned or who prefer not to use their conscious knowledge
those learners that user the 'monitor' appropriately
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