Second Language
Acquisition
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Preproduction
Early Production
Speech
Emergence
Intermediate
Fluency
Continued
Language
Development
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Second Language
Acquisition
The process of language acquisition
is lengthy. Students move through
five stages while developing
English language proficiency.
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Preproduction
Students observe and internalize the
new language. They use gestures,
pointing and nodding to
communicate.
3
Early Production
Students continue to acquire English
and they use language patterns,
yes/no responses and single words
to communicate.
4
Speech Emergence
Students begin to use simple
sentences. At this stage they may
begin to initiate discussion.
5
Intermediate Fluency
Students are fairly comfortable in
social language situations. They
state opinions and ask for
clarification.
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Continued Language
Development
Students participate in classroom
activities with additional support
for comprehension, academic
language and cultural information.
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Factors that determine
progression
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Prior knowledge
Cultural background
Reason for immigration
Personality
Previous schooling
Literacy in first language
Proficiency in first language
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Silent Period
In the first months, children will go
through a “silent period” where
they may not produce language
but will be listening and
internalizing English language
structure.
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Silent Period (cont’d)
With some students this may be for a
period of 2 to 6 months. The main
characteristic of the Silent Period is that
after some initial exposure to the
language, the learner is able to
understand much more than s/he can
produce.
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What the research says:
Research shows that children learn
social language skills much sooner
than the academic language skills.
Although children may seem at
first not to understand what is
going on in the classroom, they are
actually transferring concepts and
language structure.
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Krashen’s Theory of Second
Language Acquisition
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Acquisition-Learning hypothesis
Monitor hypothesis
Natural Order hypothesis
Input hypothesis
Affective Filter hypothesis
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Acquisition-Learning
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Acquisition is the product of a
subconscious process very similar to the
process children go through when they
acquire their first language.
Learning is the product of formal
instruction and it comprises a conscious
process which results in conscious
knowledge ‘about’ the language.
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Monitor
Monitor explains the relationship
between acquisition and learning and
defines the influence of the latter on
the former. The monitor acts in a
planning, editing and correcting
function.
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Natural Order
Natural Order is based on research
findings (Dulay & Burt, 1974) which
suggested that the acquisition of
grammatical structures follows a natural
order which is predictable.
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Input
Input explains how the learner acquires
a second language. The learner
improves and progresses along the
“natural order” when s/he receives
second language “input” that is one
step beyond her/his current stage of
linguistic competence.
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i+1
Students receive second language 'input'
that is one step beyond his/her current
stage of linguistic competence. For
example, if a learner is at a stage 'i',
then acquisition takes place when
he/she is exposed to 'Comprehensible
Input' that belongs to level 'i + 1'.
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Affective Filter
Embodies Krashen’s view that a number of ‘affective
variables” play a facilitative, but non-causal, role in
second language acquisition. These variables include:
motivation, self-confidence and anxiety. Learners with
high motivation, self confidence, a good self-image,
and a low level of anxiety are better equipped for
success in SLA. Low motivation, low self-esteem,
and debilitating anxiety can combine to ‘raise’ the
affective filter and form a ‘mental block’ that prevents
comprehensible input from being used for acquisition.
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