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readbefore.acquisitionweek

The document discusses the differences between language acquisition and language learning, highlighting key theories by Stephen Krashen and Noam Chomsky. It outlines Krashen's five hypotheses on language acquisition, stages of first language acquisition, and the implications for teaching. Additionally, it compares various approaches to language acquisition and presents the concept of Universal Grammar, emphasizing the innate aspects of language learning.

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5 views3 pages

readbefore.acquisitionweek

The document discusses the differences between language acquisition and language learning, highlighting key theories by Stephen Krashen and Noam Chomsky. It outlines Krashen's five hypotheses on language acquisition, stages of first language acquisition, and the implications for teaching. Additionally, it compares various approaches to language acquisition and presents the concept of Universal Grammar, emphasizing the innate aspects of language learning.

Uploaded by

glcky784
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Preparatory Notes for Advanced ELT

Students: Introduction to First


Language Acquisition
1. Language Acquisition vs. Language Learning

Aspect Language Acquisition Language Learning


Nature Subconscious, natural Conscious, formal
Typically occurs in naturalistic Often occurs in classroom
Context
settings environments
Focus Communication and meaning Explicit rules and structure
May result in limited or non-native
Outcome Native-like fluency
fluency
Key Traditional linguists and grammar
Stephen Krashen
Proponent instructors

Krashen’s Five Hypotheses:

1. Acquisition–Learning Hypothesis: Distinguishes subconscious acquisition (like L1) from


formal learning.

2. Monitor Hypothesis: Conscious knowledge acts only as a monitor or editor of output.

3. Natural Order Hypothesis: Grammatical structures are acquired in a predictable


sequence.

4. Input Hypothesis: Comprehensible input (i+1) is essential for acquisition.

5. Affective Filter Hypothesis: Emotional variables (motivation, anxiety, self-confidence)


impact acquisition.

2. Stages of First Language Acquisition

1. Pre-linguistic Stage (0–12 months): Cooing, babbling, phoneme recognition.


2. Holophrastic Stage (12–18 months): One-word utterances that express complete ideas.
3. Two-word Stage (18–24 months): Basic combinations (e.g., “want juice”).
4. Telegraphic Stage (2–3 years): Simple content-based sentences (e.g., “mommy go work”).
5. Later Multiword Stage (3+ years): Increasing complexity, grammar development, and full
sentences.

3. Morpheme Order Studies

Researchers: Roger Brown (1973); Dulay & Burt (1974)


Found that both L1 and L2 learners tend to acquire certain grammatical morphemes in a
predictable order, regardless of instruction.
Commonly studied morphemes: plural -s, past -ed, third-person -s, articles, copula be.

Implications for FL/SL Teaching:


- Errors can reflect natural developmental stages.
- Grammar teaching should be flexible and responsive to learner readiness.
- Informs syllabus design and error correction strategies.

4. Approaches to Language Acquisition

Approach Key Features Pioneers


Language as learned behavior via imitation &
Behaviorist B.F. Skinner
feedback
Nativist Inborn Language Acquisition Device (LAD) Noam Chomsky
Monitor
Acquisition via input, not explicit learning Stephen Krashen
Model
Social interaction + cognition facilitate Lev Vygotsky, Jerome
Interactionist
acquisition Bruner
Language is part of general intellectual
Cognitive Jean Piaget
development
Learning through exposure and pattern
Connectionist Rumelhart, McClelland
recognition

5. Universal Grammar (UG) – Noam Chomsky

Chomsky proposed that all humans are born with Universal Grammar, a biological
foundation for acquiring language.
Introduced the concept of a Language Acquisition Device (LAD).

Core Concepts:
- Principles: Shared, innate rules across all languages (e.g., structure dependence).
- Parameters: Language-specific settings that vary (e.g., subject–verb–object order).

Evidence Supporting UG:


- Children acquire complex grammar without explicit teaching.
- Similar stages across all languages.
- Rapid acquisition despite imperfect input (poverty of stimulus argument).

6. Krashen vs. Chomsky: Points of Convergence and Divergence


Chomsky (Universal
Feature Krashen (Monitor Model)
Grammar)
L2 acquisition via input and affective L1 acquisition via innate
Focus
factors principles
Central to acquisition
Input Input triggers inborn structures
(comprehensible input)
Explicit Not emphasized – LAD handles
Not effective for true acquisition
Learning grammar
Affective
Crucial (filter can block input) Not a focus
Factors

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