¶ … Language Acquisition
The language theory
According to Krashen 'communication' is the purpose of a language. Focusing on communicative abilities is just as important. The relevance of 'meaning' is also stressed upon. According to Terrell and Krashen, a language has its very own lexicon. The stress on vocabulary is apparent here and language is seen as a means to 'communicate meanings' as well as 'messages'. 'Acquisition' takes place in case where people understand messages in TL, according to Krashen. Natural Approach consists of 'messages', 'structures' and 'lexical items' in plain view. Production and perception are two lexicons on which clarification of messages and organization is dependent upon. According to Krashen, acquisition is a mere combination of rules of the language by employing language for communication. Linguistic competence is only attained by 'input' which contains structures at 'interlanguage+1' level (i+1). It is obtained by " comprehensible input'.
Learning theory of language
In his second theory of language acquisition (SLA), Krashen explains that adults develop competence in two ways in second languages: It is obtained by learning and acquisition. "The ability to learn second languages consists of two ways. 'Acquisition is the quintessential subconscious process which children employ during learning their first language…. [and] 'learning'…, [which is] is a cognitive process which results in acknowledging [rules of] a language" (Krashen 1985:1).
The fundamental hypothesis is nevertheless, Acquisition-Learning distinction in Krashen's theory. It is known widely in the language practitioners and linguists' groups.
In Krashen's own words, there are two systems for performance in second language. One is the 'the acquired system' and other is 'the learned system'. 'Acquisition' or 'acquired system' is a result of a cognitive process same as that observed in children when they learn their first language. Natural communication is needed for the meaningful interaction. The speakers are focused on not only their utterances but also bring in the communicative act.
Whereas the 'learned system' or the 'learning' is a result of formal instruction and it consists of a conscious process which produces meaning knowledge 'about' the language, for instance, the rules of the grammar are identified. In words of Krashen, 'acquisition' is more imperative than 'learning'.
Krashen seriously believes that learned competence (LC) is a result of learning works as an editor or a monitor. Meanwhile, AC is tasked with our fluent production of words and sentences. LC simply corrects the sentences before or after their production. This form of conscious grammar correction is often termed as 'monitoring' which appears in grammar exams. The learner can work with his form and use his cognitive knowledge to focus on grammar rules (LC) for aiding 'acquired competence'. Developing learned competence is quite easy: Analyze the grammar rules carefully and practice them afterwards. However, Acquisition/Learning Distinction Hypothesis foresees is that grammar rules hailing to a second/foreign language doesn't prove cognitive acquisition.
It means that, conscious learning doesn't result in subconscious learning including grammar exercises and relevant practices. Krashen presents his idea in a well-known statement that "learning doesn't result in acquisition." At this point, he receives severe criticism.
Development language acquisition
Language acquisition
The process of natural integration is known as language acquisition, it consists of subconscious learning and intuition. It involves real interaction with people which assists the learner. It's quite familiar to the way children learn their first language. It produces functional skill in verbal language without background in theoretical knowledge. The familiarity with phonetic characteristics of a language is acquired and certain command over structure and vocabulary is attained. This results in oral understanding, space for creative communication as well as for acknowledgement of cultural values. Teaching and learning are activities which assist in building a psychological plane. Thus, communicative act and self-confidence is built only by acquisition approach (Saxton, 2010).
A classic instance in case of language acquisition takes in consideration adults and young adults who dwell in student exchange program. The aim is to attain native fluency soon enough, while being unaware of the language on the whole. Without knowing phonology, they have a command on pronunciation. They are also not aware of the perfect tense, phrasal verbs, modal verbs for that matter. They do identify and know how to work with nearly all the structure (Saxton, 2010).
Language Learning
The idea of language learning is linked with conventional approach to languages study and is now practiced in schools all across the world. Attention is given to the language in its written form and aim of the students is to comprehend the structure as well as rules of a language by intellect and sound logical reasoning.
Form...
Memory and Language Semantic memory is part of a larger division of memory known as declarative memory which refers to items in memory that can be consciously retrieved or recalled such as factual information, memories of events, and other types of knowledge (Tulving, 1972). Semantic memory is the memory of meanings and concept-based knowledge that can be consciously recollected such as facts about the world, word meanings, and other related information,
Finally, nativists must concede that culture and native language can shape ideas in the long run. After all, a person's cultural surroundings seem to greatly affect their interpretation of experiences over the course of their life (Bowerman and Choi 475-476). The difference in how much those cultural experiences affect an individual and their language, as well as when such effects happen, is what makes up the entire debate between
In the final analysis, people have been learning how to acquire language for millennia without the assistance of scientific investigation, but the need for young people to do so quickly in an increasingly multicultural country and globalized marketplace is more important than ever before because they will probably have to learn a second (or third) language at their earliest opportunity. References Birdsong, D. (1999). Second language acquisition and the critical period
Language Diversity Crawford begins the article by highlighting problems associated with second language instruction in American classrooms. According to the statistics cited most approaches used in these classrooms are inadequate to provide students with the necessary skills to communicate in the target language outside of the classroom. The reason for this is a lack of focus on communication skills, combined with an inflated focus on form rather than function. Despite efforts
One piece of evidence that suggests there is at least some degree of "hardwiring" of language in the human brain is the fact that very similar mistakes are made in certain grammatical forms and syntax structures by early speakers of any language. There seems to be an innate sense of the way words are supposed to be formed and fit together, and instances that do not follow these expected/innate rules
24). The findings of this study challenge accepted notions concerning the efficacy of the teacher-initiated initiation -- response -- feedback (IRF) sequences that are delivered in whole group teacher-fronted environments. Based on his findings, Baynham argues that "teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to
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