acquisition and learning language hypothesis
- 1. THEORICAL BACKGROUND TO ELF METHOLOGY Group1: THE ACQUISITION – LEARNING HYPOTHESIS - Nguyễn Thị Thu Thủy - Nguyễn Thy San - Hoàng Tuyết Nhung - Nguyễn Ngọc Mai Quỳnh - Khuất Thu Mai - Chu Thị Hải Yến
- 2. - The acquisition – learning language is the first in five hypotheses of Stephen Krashen’s “monitor model”. - Stephen Krashen (1941-1992) is the professor emeritus at the University of the Southern California, He is a linguist, educational researcher, and activist.
- 3. What is the “Acquisition-Learning Hypothesis”?
- 4. Two different ways for adult second language leaner to develop skill/ability in second language: • Language acquisition • Language learning
- 5. A. Language acquisition • Definition: It’s is a subconscious process using language for real communication.
- 6. Language acquisition occurs passively and unconsciously through implicit, informal, or natural learning. Results: • Obtain the linguistic skills • Have the “feel” for correctness
- 7. B. Language learning • Definition: via a conscious process of study and attention to form and rule learning.
- 8. Language learning occurs actively and consciously through explicit or formal learning and instruction. Result: - Gain explicit knowledge about a language - Having knowledge and awareness about second language rules
- 10. THE ACQUISITION – LEARNING DISTINCTION Acquisition language Learning language - Similar to child first language acquisition - “pick up” a language - Subconscious - Implicit knowledge - Formal teaching does not help - Formal knowledge of language - “knowing about” a language - Conscious - Explicit knowledge - Formal teaching helps
- 11. 1.1 SIMILAR TO CHILD FIRST LANGUAGE ACQUISITION • Definition: it 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.
- 12. children acquire their mother tongue through interaction with their parents and the environment that surrounds them.
- 13. 1.1 SIMILAR TO CHILD FIRST LANGUAGE ACQUISITION • Conclusion: This suggests that it is through exposure to the language and meaningful communication that a first language is acquired, without the need of systematic studies of any kind.
- 14. 1.2 FORMAL KNOWLEDGE OF LANGUAGE • Definition: people can be learn how to use language in accurately, error correction is maintained, helps the learner come to the correct mental representation of the linguistic generalization.
- 15. to adult students, a quick look at the current methodologies and language courses available clearly shows that courses revolve around grammar, patterns, repetitions,…
- 16. 1.2 FORMAL KNOWLEDGE OF LANGUAGE • Conclusion: - In some other scenarios, in which there is a teacher, the work done in class is mostly grammatically oriented: tenses, rules, multiple choice exercises and so on… - Communication is set aside, neglected or even disregarded.
- 17. 2.1 “PICKING UP” A LANGUAGE • Definition: people acquire knowledge of a language by learning from their lives, their experience, perception, motivation,… • Manner : natural way • People are concerned about the messages they are conveying and understanding more than rules of the language.
- 18. Students talk to foreigners to improve listening and speaking skill
- 19. People live in ethnic minority communicate to foreigners
- 20. 2.2 KNOWING ABOUT LANGUAGE • Definition: people learn to know about rules which include structures, vocabulary, grammar,...clearly and exactly. Learners acquire knowledge of a language by learning in the fixed system ( in the school with teacher and books). • Manner: compulsory way. • People are concerned about the right form of the rule of the language when they use.
- 21. Students are taught about rules: structures, vocabulary, grammar,...
- 22. 3.1 SUBCONSCIOUS ACQUISITION • Definitions: having a "feel" for correctness; we may not know exactly what rule was violated, but somehow know that an error was committed.
- 23. 3.1 SUBCONSCIOUS ACQUISITION • Details: - These methods provide understandable second language input to the brain. - Hardly think about grammar rules or attempt to memorize words. - Spoken and written English grammar will improve tremendously.
- 24. A child spends hours each day with her peers to absorb the new language.
- 25. 3.1 SUBCONSCIOUS ACQUISITION • Goals: Develop linguistic ability.
- 26. 3.2 CONSCIOUS LEARNING • Definition: - A rule-based approach to new languages - Common in classroom settings: Teachers present students with grammar and pronunciation rules and then give examples of how these rules play out in real life.
- 27. 3.2 CONSCIOUS LEARNING • Details: - Using the conscious brain to analyze English grammar, memorize English vocabulary, and translate English messages. - Studying the mechanics of English word by word, rule by rule. - Knowing a lot about English grammar rules and translations– but you can’t speak or understand native speakers well.
- 28. Teachers present students with grammar and pronunciation rules and then give examples of how these rules play out in real life.
- 29. 3.2 CONSCIOUS LEARNING • Goals: Help the learner arrive at the right form of the rule.
- 30. 4.IMPLICIT KNOWLEDGE & EXPLICIT KNOWLEDGE • Explicit : directed stated, clear, obvious. Ex: Mary was so mad at her mother for grounding her. • Implicit: not directed stated, clues given to help readers find out. Ex: Mary glared at her mother, quickly spun on her heels, and slammed the door so hard that the neighbors probably heard. Clues : glared, spun, slam ==> reader can understand that she is angry
- 31. 5. EFFECT OF FORMAL TEACHING ON ACQUISITION AND LEARNING LANGUAGE • With learning: learning’s goals is conscious rules, and error correction is thought to help the learner get the right form of the rules =>Language teaching helps learning a lot.
- 32. 5. EFFECT OF FORMAL TEACHING ON ACQUISITION AND LEARNING LANGUAGE • Ex: A student wrote: “He used to living in the countryside”. His teacher corrected his sentence: “He is used to living in the countryside” and forced him to repeat, practice correctly many times => The student remembered that structure and never write it incorrectly .
- 33. 5. EFFECT OF FORMAL TEACHING ON ACQUISITION AND LEARNING LANGUAGE • With acquisition: in fact, rules, and error correction are not noticed much in real communication. People notice the truth value much more than form. .
- 34. => Language teaching does not help.
- 35. • Ex: Parents don’t usually care about their children’s grammar mistakes. If the child says that: “I want eat candy”, the parents won’t correct because its meaning is clear in the context. If the child says that: “I am older than my older sister”, the parents will correct it: “I am younger than my older sister”.
- 36. As teachers, it is our duty to make sure that our students “acquire” rather than “learn” the language.
- 37. Thanks you for listening!!!