SLA, what do you say? (02/19/14)

There are studies that promote the use of cooperative learning strategies in the language classroom. Second language acquisition (SLA) has been a topic of discussion amongst language professionals.  The questions surrounding how one acquires a language in addition to his/her native language cannot be fully answered with surety.  Several schools of thought exist.

Within the Natural Approach to SLA, Stephen Krashen suggests that a second language (L2) can be acquired as one learns the native/home language.  Five hypotheses were proposed:

• Acquisition Learning hypothesis - the unconscious process that follows patterns of children’s L1 acquisition. There is a distinct difference between learning and acquiring a language.  Anything learned is conscious, while acquisition occurs subconsciously. Natural interaction with the language via meaningful connections is encouraged.

• Monitor model hypothesis - conscious monitoring of language in which monitor produces utterance and makes changes as necessary.

• Natural order hypothesis - rules of a language are acquired in a predictable order that is independent of the order in which rules are taught in language classes. However, there are individual factors that would yield varied results.

• Comprehensible input hypothesis - the L2 input is just beyond the learner's L2 competence in terms of syntactic complexity.  If input is understood and it is sufficient, the necessary grammar is automatically provided and acquired.

• Affective filter hypothesis - the affective state of a student (how comfortable s/he may feel) determines how receptive to comprehensible input that learner will be.  These states include feelings of low self-esteem, boredom, and doubt.

Merryl Swain suggests that Comprehensible Output is what encourages SLA.  There are functions outside of "practice" for learner output (language production), which are:

• a noticing function that raises consciousness

• the hypothesis-testing function

• the metalinguistic function, which encourages reflection and awareness of the L2

Michael Long shares his view using an Interaction Hypothesis which proposes that language proficiency is promoted by face-to-face interaction and communication.  This seems to concur with the idea of communicative competence (Hymes & Widdowson), which is based on the interdependence of language. On the other hand, concerning linguistic competence (Chomsky), areas of grammar, discourse, sociolinguistic and pragmatic functions are viewed separately.

Image retrieved from http://www.everydaylanguagelearner.com/2012/01/30/language-

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