Name :Mehal J. Pandya
Sem :3
Roll no. 13
Enrollment no. 2069108420200029
Subject : English Language Teaching- 1
Assignment topic : Second language Acquisition Strategies and five Hypotheses
Batch:2019-2020
E-mail Id :mehalpandya252@gmail.com
Submitted to: Department of English
M. K. Bhavnagar University
Introduction :
There are many languages in the world. Everyone has their own languages, we know it as a Native language and mother tongue. In present time we have to learn English language. So English is a second language for us. In short form we called it L2. In India and in other countries also people learn the English as second language. Now here we will discuss upon that what is second language learning and second language acquisition.
What is second language acquisition?
Second language acquisition, or sequential language acquisition, is learning a second language after a first language is already established. Many times this happens when a child who speaks a language other than English goes to school for the first time. Children have an easier time learning a second language, but anyone can do it at any age. It takes a lot of practice.
Second language learning
Second language learning is concerned with the process and study of how people acquire a second language, which is often referred to as second language or target language, as opposed to the native language . Generally, the term second language in this context can refer to any language learned in addition to the native language. However, second language learning would be contrasted with a bilingual learning situation, in which a child acquires two languages simultaneously
Learning strategy
Learning strategies refer to a set of tactics that people use in order to gain control over their own learning process. Nowadays, enhancing strategies in second or foreign language classrooms is one of the teachers’ roles, since their mission is to facilitate the learning among their students and make their thinking process visible. In order to teach a second language (L2) effectively, educators must take into consideration the needs and biographies of each learner, as a result, they are able to employ methodologies that guide students in using strategies which enhance their second language learning process.
According to Selinker learning strategies can be considered as belonging to the five psycholinguistic processes that shape interlanguage system. These five psycholinguistic processes are as follows: native language transfer, overgeneralization of target language rules, transfer of training, strategies of communication, and strategies of learning. Learning strategies are used by second language learners as tactics to make the new cognitive demanding linguistic system simpler.
"conscious mental and behavioral procedures that individuals engage in with the aim to gain control over their learning process”
According to Brown strategies are “attacks” used by humans in a particular situation, those differ within each person. In addition, Chamot defined strategies quite broadly as “procedures that facilitate a learning task, they are most often conscious and goal driven”
This how we can define the second language acquisition and second language acquisition strategies. Now we discuss on the some strategies for second language acquisition.
Language Learning Strategies
Strategies in language learning, or the steps that one take to learn a language, is very important in ultimate language performance. Here some strategies.
Let's see one by one these strategies.
Memory.
Adopting this strategy will allow the learning and retrieval via sounds , images a combination of sounds and images body movement mechanical means, or location.
Via sounds example is rhyming
Example of body movement is total physical response
Cognitive strategy
People who adopt the cognitive strategy tend to analyse and reason. They form internal mental codes and revise them to receive and produce the message in the target language. Adopting this strategy will enable you to internalize the language in direct ways such as through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, practicing in naturalistic settings, and practicing structures and sounds formally.
Comprehension strategy
People who adopt the comprehension strategy find themselves guessing unknown words when listening and reading. They also try to replace words they do not know with longer phrases or other words that they know when speaking and writing to overcome gaps in knowledge.
Metacognitive strategy
People who adopt the metacognitive strategy plan, arrange, focus, evaluate on their own learning process. They identify and monitor their own learning style preferences and needs, such as gathering and organizing second language materials, arranging a study space and a schedule for second language revision and learning, monitoring mistakes made in second language and evaluating task success, and evaluating the success of any type of learning strategy.
Affective strategy
People who adopt the social/affective strategy control their feelings, motivations and attitudes when in social situations such as asking questions, communicating with others, facilitate conversation and interaction.
Five hypotheses
Stephen Krashen gave five hypotheses for second language acquisition. According to him;
"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. "
Here are the name of give hypotheses.
So let's discuss these hypotheses and come to know about how this hypotheses are important and helpful for acquisition.
Acquisition-Learning hypothesis
The Acquisition-Learning distinction is the most fundamental of the five hypotheses in Krashen's theory and the most widely known among linguists and language teachers. According to Krashen there are two independent systems of foreign language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.
THE NATURAL ORDER HYPOTHESIS
One of the most exciting discoveries in language acquisition research in recent years has been the finding that the acquisition of grammatical structures proceeds in a predictable order. Acquirers of a given language tend to acquire certain grammatical structures early, and others later. The agreement among individual acquirers is not always 100%, but there are clear, statistically significant, similarities.
1. This order is derived from an analysis of empirical studies of second language acquisition. Most studies show significant correlatons with the average order.
2. No claims are made about ordering relations for morphemes in the same box.
3. Many of the relationships posited here also hold for child first language acquisition, but some do not: In general, the bound morphemes have the same relative order for first and second language acquisition while aulxury and copula tend to be acquired relatively later in first language acquisition than in second language acquisition.
We can take example of singular, plural,
THE MONITOR HYPOTHESIS
While the acquisition-learning distinction claims that two separate processes coexist in the adult, it does not state how they are used in second language performance. The Monitor hypothesis posits that acquisition and learning are used in very specific ways. Normally, acquisition "initiates" our utterances in a second language and is responsible for our fluency. Learning has only one function, and that is as a Monitor, or editor. Learning comes into play only to make changes in the form of our utterance, after is has been "produced" by the acquired system.
There are learning is based on consciousness and uncociousness. Conscious learning is available only as a Monitor which can alter the output of the acquired system before or after the utterance is actually spoken or written.
THE INPUT HYPOTHESIS
We will take much more time with this hypothesis than we did with the others for two reasons. First, much of this material is relatively new, while the other hypotheses have been described and discussed already in several published books and articles. The second reason is its importance, both theoretical and practical. The input hypothesis attempts to answer what is perhaps the most important question in our field.
When we talk about this we have question that; How do we acquire language?
If the Monitor hypothesis is correct, that acquisition is central and learning more peripheral, then the goal of our pedagogy should be to encourage acquisition. The question of how we acquire then becomes crucial.
THE AFFECTIVE FILTER HYPOTHESIS
The Affective Filter hypothesis states how affective factors relate to the second language acquisition process. The concept of an Affective Filter was proposed by Dulay and Burt (1977), and is consistent with the theoretical work done in the area of affective variables and second language acquisition, as well as the hypotheses previously covered in this chapter.
There are many research upon it and some category given by them from that here are three categories, in this categories krashen also gave his contribution.
(1) Motivation. Performers with high motivation generally do better in language acquisition.
(2) Self-confidence. Performers with self-confidence and a good self-image tend to do better in second language acquisition.
(3) Anxiety. Low anxiety appears to be conducive to second language acquisition, whether measured as personal or classroom anxiety.
Conclusion :
Affective Filter hypothesis captures the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters. Those whose attitudes are not optimal for second language acquisition will not only tend to seek less input, but they will also have a high or strong Affective Filter--even if they understand the message, the input will not reach the part of the brain responsible for language acquisition, or the language acquisition device.
Work citation
Brown, H. D. (2006). Principles of language learning and teaching (5th ed.). Boston: Pearson.
Chamot, A. (2004). Issues in language learning strategy research and teaching. Electronic Journal Of Foreign Language Teaching, 1(1), 14-26.
KRASHEN, S. (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
KRASHEN, S. (1982) Newmark's "Ignorance Hypothesis" and current second language acquisition theory. Unpublished manuscript.
Oxford, R. L., (1990) Language learning strategies: what every teacher should know. New York.
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