This paper wants to examine the two processes of acquisition and learning, compare them to find differences and possible similarities and try to find ways to make use of the processes by taking influence on them through intelligent teaching. The field contains multiple approaches and positions among the different researchers. Within this paper, I want to accentuate the two main notions of the research. One of them considers acquisition to be the only effective way to gain language knowledge, the other argues for learning. As representatives of the respective stream, I want to highlight Stephen Krashen's research for the acquisition position and Robert DeKeyser and Catherine J. Doughty on the learning side. Finally, I want to try to derive a couple of possible implications from the research which could enhance second language teaching for the future.
Table of Contents
1 Introduction
2 Definition of terms and abbreviations
3 Distinction between Second Language Acquisition and Learning
4 Acquisition
4.1 Stephen Krashen
4.1.1 Acquisition-Learning Hypotheses
4.1.2 Monitor Hypotheses
4.1.3 Input Hypotheses
4.1.4 Influence of the first Language/Transfer
4.2 Differences between child and adult SLA
4.3 Universal Grammar/Instinct
5 Learning
5.1 Robert DeKeyser
5.1.1 Implicit learning
5.1.2 Arguments for Explicit Learning
5.2 Instructed SLA
6 Implications for Teaching
7 Conclusion
Research Objectives and Themes
This paper aims to investigate the fundamental differences between the processes of second language acquisition and second language learning, evaluating the positions of major researchers to determine how these insights can be applied to improve language teaching methods.
- The dichotomy between unconscious acquisition and conscious learning processes.
- Stephen Krashen’s theoretical frameworks regarding SLA.
- Robert DeKeyser’s arguments in favor of explicit, instructed learning.
- Cognitive and biological differences between child and adult language attainment.
- Practical pedagogical implications for second language education.
Excerpt from the Book
4.1.1 Acquisition-Learning Hypotheses
The central statement of Krashen’s Acquisition-Learning Hypotheses is the one which is criticized most by other researchers like Watson-Geogeo and Nielsen mentioned in chapter 3. Krashen strictly distinguishes acquisition and learning as two “different and independent ways of developing ability in a second language.” (Krashen 1983:136). Krashen directly links Second Language Acquisition to the process which children undergo when they learn their first language. Within the Acquisition-Learning Hypotheses, Krashen right away explains the basic function of acquisition, namely the input and storage of language and language knowledge. According to Krashen, acquisition happens unconsciously. This means that the person who is acquiring language does not know that she or he is acquiring language at this moment. For this reason, the typical acquisition situations do not take place in school, because normally, the intentional aim of going to school is learning (what doesn’t mean that every gain in knowledge which happens in the classroom has to happen consciously - but this will be regarded more detailed later in this paper). Examples for situations in which acquisition typically takes place are simple everyday life situations like “conversing, reading a book, listening to the radio” (Krashen 1983:136) or watching TV, while learning takes place consciously as a intended process with the deliberate aim of gaining language knowledge. So, reading a book, mentioned by Krashen as a typical acquisition process can also be a learning process if it happens with the intention of learning the particular language. Other typical learning situations are of course language classes in school or university etc. Krashen not only distinguishes learning and acquisition within the process of input. He claims that the knowledge which results out of the different input processes is stored in different ways within the human brain.
Summary of Chapters
1 Introduction: Provides an overview of the mystery of language acquisition and sets the scope for comparing acquisition versus learning.
2 Definition of terms and abbreviations: Establishes standard terminology for key concepts like SLA, L1, and L2 to ensure clarity throughout the paper.
3 Distinction between Second Language Acquisition and Learning: Discusses the theoretical debate and the controversy surrounding the separation of acquisition and learning processes.
4 Acquisition: Explores the theoretical framework of Stephen Krashen, including his hypotheses on input and the differences between child and adult language learning.
5 Learning: Analyzes the proponent position of Robert DeKeyser regarding explicit and instructed learning methods.
6 Implications for Teaching: Examines how the competing theories can be applied to create more effective second language teaching strategies.
7 Conclusion: Summarizes the current state of research and notes the difficulty of reaching a final verdict on the subject.
Keywords
Second Language Acquisition, SLA, Second Language Learning, Stephen Krashen, Robert DeKeyser, Acquisition-Learning Hypothesis, Input Hypothesis, Explicit Learning, Implicit Learning, Instructed SLA, Language Transfer, Universal Grammar, Language Teaching, Cognitive Development, Monitor Hypothesis
Frequently Asked Questions
What is the primary subject of this research?
The research focuses on the differences between the unconscious process of second language acquisition and the conscious process of second language learning.
What are the central thematic fields covered?
Key fields include linguistics, neurolinguistics, pedagogical approaches to language teaching, and cognitive science as it pertains to language development.
What is the core research objective?
The paper aims to reconcile or contrast the theories of acquisition and learning to determine the most effective ways for adults to master a second language.
Which scientific methodology is utilized?
The work employs a literature-based comparative analysis, synthesizing arguments from influential researchers such as Stephen Krashen, Robert DeKeyser, and others.
What topics are discussed in the main body?
The main body examines acquisition hypotheses, the role of Universal Grammar, the efficacy of explicit vs. implicit learning, and the impact of instructed SLA on language proficiency.
Which keywords characterize this paper?
Relevant keywords include SLA, Language Acquisition, Explicit Learning, Krashen, DeKeyser, and Instructed SLA.
How does the author view the 'Monitor' in Krashen's theory?
The author explains the Monitor as an auxiliary system in Krashen’s view, intended to check or edit language output based on consciously learned rules, though it is subject to strict limitations.
What is the conclusion regarding implicit versus explicit learning?
The paper concludes that there is no consensus, and that the effectiveness of either method may depend on the complexity of the structures being learned and the individual learner.
- Quote paper
- Matthias Dorsch (Author), 2010, Second Language Acquisition vs. Second Language Learning, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/181754