Theories of SLA

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• Theories of SLA
• Acculturation Theory John Schumann
• Sociocultural theory Lev Vygotsky learning is
  a social process development results from social
  interactions.
• SLA sociocultural theory Zone of Proximal
  Development (ZPD), collective scaffolding.
• Donato, R. (1994). Collective scaffolding in
  second language learning. In J. Lantolf G.
  Appel (Eds.), Vygotskian approaches to second
  language research (pp. 3356). Norwood, NJ
  Ablex.
• Input Hypothesis / Monitor Theory

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• Theories of SLA Input Hypothesis

Input hypothesis grew out of Steve Krashens
early work on development sequences.
Krashen wondered about the regularity, and
deviances, in morpheme acquisition orders.
Recall that not all acquisition orders were
identical
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• Theories of SLA Input Hypothesis

Krashen explained the differences by suggesting a
cluster of claims / propositions known originally
as Monitor Theory and later the Input Hypothesis.
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• Theories of SLA Input Hypothesis
• 1. Acquisitionlearning hypothesis
• Acquisition is unconscious learning. It is the
  subconscious process identical in all important
  ways to the process children utilize in acquiring
  their first language (p. 1).
• There is a significant contribution of the
  Language Acquisition Device, which Krashen
  calls the internal language processor or
  language mental organ in language acquisition
  (pp. 23).
• Krashen, S. (1985). The input hypothesis Issues
  and implications. New York Longman.

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• Theories of SLA Input Hypothesis
• 1. Acquisitionlearning hypothesis
• Learning is a conscious process that results in
  knowing about language. It is governed by
  instruction it is associated with a focus on
  form, and with learning the rules of the
  language.
• For Krashen, acquisition and learning are
  mutually exclusive there is no overlap between
  them.
• 2. Monitor hypothesis
• This is the interface between acquisition and
  learning. When we edit, self-correct, and
  otherwise monitor our production, it is our
  learned system acting upon our acquired system.
  Writing may be the most conducive skill to the
  monitor.

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• Theories of SLA Input Hypothesis
• 3. Natural order hypothesis
• We acquire the rules of language in a
  predictable order (p. 1).
• This is Krashens acknowledgement of development
  sequences in interlanguage development specific
  reference to Corders internal syllabus in Input
  Hypothesis (1985).
• 4. Input hypothesis
• We acquire language from comprehensible input.
  CI triggers the SLAD, which allows to induce the
  rules of the language. i 1, where
• i our current language skill level and
• 1 the next level along the natural order
  (p. 2).

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• Theories of SLA Input Hypothesis
• 5. Affective filter hypothesis
• Krashen argues that affective factors
  (motivation, anxiety, etc.) can act as a filter
  which blocks comprehensible input from reaching
  our SLAD. Low motivation, high anxiety raises
  our affective filter and blocks CI.

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• Theories of SLA Input Hypothesis
• Group Activity 1 Understanding the Hypothesis
• Note that HLAL does not aggregate these 5
  propositions in to a single theoretical
  statement. How do these 5 propositions come
  together into a single theoretical statement
  about language acquisition? Write a statement of
  SLA theory using all 5 propositions.
• 1. Acquisitionlearning hypothesis
• 2. Monitor hypothesis
• 3. Natural order hypothesis
• 4. Input hypothesis
• 5. Affective filter hypothesis

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• Theories of SLA Input Hypothesis
• Input Hypothesis
• Through comprehensive Input (4), our SLAD is
  triggered, and we Acquire (1.1) language
  (subconsciously) in a Natural Order (3), as long
  as our Affective Filter (5) is low.
• Deviant acquisition orders may emerge when our
  Monitor (2) introduces Learned (1.2) rules (from
  instruction) out of natural order.
• People acquire SLs only if they obtain CI and
  if their affective filters are low enough to
  allow the input in. When the filter is down
  and appropriate CI is presented, acquisition is
  inevitable. It is, in fact, unavoidable and
  cannot be prevented (p. 4).

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• Theories of SLA Input Hypothesis
• Input Hypothesis has been heavily criticized,
  for
• acquisition learning dichotomy, nonoverlapping
• subconscious conscious dichotomy
• centrality of input what about output or
  production?
• difficulty of testing the hypothesis empirically

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• Theories of SLA Input Hypothesis
• Despite what HLAL terms lively criticism and
  debate (p. 38), the input hypothesis has been
  quite influential, particularly on the importance
  of input in SLA. It has been influential in the
  development of
• 1. Natural approach, a language teaching method
  designed to replicate, in the classroom, a
  naturalistic environment to facilitate
  acquisition.
• 2. Immersion language programs. Because students
  tend to be dominant language speakers with
  similar level of skill in the target language
  (English native speakers learning French or
  Spanish, for instance), the teacher can provide
  appropriate CI (i 1) to facilitate acquisition.

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• Theories of SLA Input Hypothesis
• 3. Sheltered subject matter teaching. Similar
  dynamic for older students in individual classes.
  Study French history in French, e.g., or the
  sociology of Latin American in Spanish. Because
  all students are second language learners, the
  teacher / professor can similarly control the
  level of input (i 1) to facilitate acquisition.
• 4. Input / book floods. Which takes us to our
  study of the day Mangubhai, F. (2001). Book
  floods and comprehensible input floods Providing
  ideal conditions for second language acquisition.
  International Journal of Educational Research,
  35, 147156.

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• Theories of SLA Mangubhai
• Group Activity 2 Understanding Mangubhai
• Grp 1 Describe the demographics of Fiji, the
  educational language policy on Fiji, and the
  design of the study (three groups, different
  treatments).
• Grp 2 How were the results of the Book Flood
  project measured?
• Grp 3 What were the results after one year?
• Grp 4 What were the results after two years?
• Grp 5 Do results support the Input Hypothesis?
• Grp 6 Do results lend support to theories of SLA
  beyond the Input Hypothesis?

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• Theories of SLA Mangubhai
• Grp 1 Demographics, policy, and design
• 50 / 50 Fijian and Indo-Fijians a few Chinese
  and Europeans
• Indigenous medium of instruction, with English as
  a foreign language grades 13, then English
  medium.

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• Theories of SLA Mangubhai
• Grp 2 Measurement of Book Flood project

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• Theories of SLA Mangubhai
• Grp 3 Results after one year

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• Theories of SLA Mangubhai
• Significant diffs b/t book flood groups and
  control

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• Theories of SLA Mangubhai
• Grp 4 Results after two years

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• Theories of SLA Mangubhai
• All results significant, book flood groups v.
  control

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• Theories of SLA Mangubhai
• Grp 5 Does Book Flood support Input Hypothesis?
• Yes. Large amounts of comprehensible input,
  under highly motivating conditions, led to
  significant gains in receptive skills (i.e.,
  input skills, reading and listening
  comprehension) in one year.
• Comprehensible input also led to gains in
  productive skills (writing and grammar) when the
  study was extended into a second year.
• There is strong support here for Krashens
  comprehensible input hypothesis (p. 153).

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• Theories of SLA Mangubhai
• Grp 6 Does the Book Flood study support
  theories of SLA beyond the Input Hypothesis?
• Yes. Data suggest support VanPattens input
  processing hypothesis readers process meaning
  before they process form (i.e., structure,
  grammar). If they have sufficient attentional
  resources left after attending to meaning, they
  will concentrate their attention on form (p.
  154).
• The provision of comprehensible input through
  high interest, well-illustrated story books is
  compatible with the input hypothesis, as well as
  a more cognitively oriented hypothesis that uses
  the construct of attention as a critical factor
  (p. 155).

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