Theories On Second Language Acquisition

THEORIES ON SECOND
LANGUAGE ACQUISITION
Alyiah Zhalel C. Lawas
BSED- ENG 1A
ALTERNATIVE
ALTERNATIVE
RESOURCES
Stephen Krashen
RESOURCES
KRASHEN’S FIVE HYPOTHESES
ON SECOND LANGUAGE ACQUISITION
01 04
Acquisition- Learning Hypothesis Comprehensible Input Hypothesis
02 05
Natural Order Hypothesis Affective Filter Hypothesis
03
Monitor Hypothesis
1. THE ACQUISITION- LEARNING HYPOTHESIS
01
01
• LANGUAGE ACQUISITION
 A product of sub-conscious process similar to the
process children undergo when they acquire their
first language.
 Can produce language fluently without having

been taught about its grammatical structure.
 Acquisition requires meaningful interaction in the target
language - natural communication - in which speakers is
concerned not with the form of their utterances but with
the messages they convey.
• LANGUAGE LEARNING
 Takes place consciously as an intended process with the
deliberate aim of gaining language knowledge.
 formalized process, such as that which occurs in a

classroom
 Through language lessons and a focus on the grammatical

features about the language for example knowledge of
grammar rules.
2. NATURAL ORDER HYPOTHESIS
 Grammatical structures are acquisition follows a

predictable, natural order.
 Some grammatical structures are acquired earlier and

some are acquired later.
 natural order is usually not reflected in grammar-

based textbook units.
 If a teacher attempts to teach structures that do not fall
within the natural order that students are unready for,
language acquisition will not improve .
• L2 learning order is different from L1
• Learning L2 adults and children show similar

order
• Rules are easier state but not always acquire

3. MONITOR HYPOTHESIS
 Monitor works as self -correct, self-repair, editor.
 Before the learner produces an utterance, he or she

internally scans it for errors, and uses the learned
system to make corrections.
 According to the hypothesis, self-monitoring and self-

correction are the only functions of conscious
language learning.
The role of the monitor is or should be
optimal.
Three specific conditions are required:
Time Focus on form Know the rule

LEARNERS USE THE MONITOR DIFFERENTLY
DUE TO THEIR INDIVIDUAL DIFFERENCES
 These language learners are too
concerned and focused on
correctness. They use monitor all
the time.
1. Monitor over-users
 These language learners are not focused on
correctness because they have not consciously learned
the rules or because they have decided not to use their
conscious knowledge of the target language.
2. Monitor under-users
As the name describes, learners uses the monitor process in the most
effective way, when they need to communicate in a correct form but they
are able to express spontaneously without taking too much time and they
also speak in a comprehensible from for native and non-native speaker of
the target language, this learners use the three conditions and they make
their output more accurate.
3. The optimal monitor users

4. THE COMPREHENSIBLE INPUT HYPOTHESIS
 Learner Improves and progresses along the ‘natural

order’ when he/she receives second language ‘input’ that
is one step beyond his/her current stage of linguistic
competence. i + 1.
 Student learns at different rates and at different level.
 The language teacher’s main role, then, is to provide

adequate amounts of comprehensible input for the
language learners.
THE AFFECTIVE FILTER HYPOTHESIS
 A number of ‘affective variable’ have impact on second

language acquisition.
These variables includes:
Motivation Confidence Anxiety

 Learners with a low affective filter: high motivation, self –
confidence, a good self-image, and a low level of anxiety
are better equipped for success in SLA.
 Learner with a high affective filter; low self- esteem and high level
of anxiety form a mental block.
 When the filter is high, it impedes or blocks
the acquisition.
Low affective filter is the goal.

REFERENCES
Acevedo, M. [ Mary Acevedo ]. (2013, May 31). Stephen Krashen’s 5 Hypotheses of Second Language Acquisition
[Video]. YouTube. https://www.youtube.com/watch?v=jobpF4c-1NI
Austin, C. [Christine Austin]. (2016, February 28). Krashen’s Theories Lecture [Video]. YouTube. https://
www.youtube.com/watch?v=vd0Lm7MZdjo&t=547s
Manuel, J. (2021, December 23). The Monitor Hypothesis in Second Language Acquisition.
EnglishPost.Org. Retrieved April 4, 2022, from https://englishpost.org/monitor-hypothesis
The monitor hypothesis. (n.d.). English Teaching. Retrieved April 4, 2022, from
https://sites.google.com/site/docenciainglesa/adquisicion-de-una-segunta-lengua/the-monitor
ANY QUESTIONS?
THANK YOU FOR YOUR
PATIENCE
AND HAVE A GREAT NIGHT

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THEORIES ON SECOND

 Can produce language fluently without having

 formalized process, such as that which occurs in a

 Through language lessons and a focus on the grammatical

 Grammatical structures are acquisition follows a

 Some grammatical structures are acquired earlier and

 natural order is usually not reflected in grammar-

• L2 learning order is different from L1

• Learning L2 adults and children show similar

• Rules are easier state but not always acquire

 Monitor works as self -correct, self-repair, editor.

 Before the learner produces an utterance, he or she

 According to the hypothesis, self-monitoring and self-

Time Focus on form Know the rule

3. The optimal monitor users

 Learner Improves and progresses along the ‘natural

 Student learns at different rates and at different level.

 The language teacher’s main role, then, is to provide

 A number of ‘affective variable’ have impact on second

Motivation Confidence Anxiety

Low affective filter is the goal.

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