1. Naseem Alnaqeeb. Collage of Languages, Sana’a University. 2013
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Show the Differences and Similarities between Second Language
Acquisition Theory and Second Language Pedagogy.
The study of language acquisition
and language pedagogy, specifically
language learning, has caused many
theories to be created for the past
three decades. Theories such as
Contrastive Analysis, Universal
Grammar, Error Analysis and
Interlanguage Theory are among
them.
However, apart from these theories, which are considered by many to be ‘theoretical’,
Stephen Krashen’s Monitor Model Theory is successful as much as second language
acquisition and learning is concerned. Krashen developed this theory in the 1970’s.
This theory is most widely known among linguists and language practitioners. His
theory was presented in terms of five well-known hypothesis, of which the
fundamental hypotheses is that there is a difference between acquisition and learning.
The five hypotheses of Krashen’s theory are; The Acquisition-Learning Hypotheses,
The Monitor Hypotheses, The Natural Order Hypotheses, The Input Hypotheses and
The Affective Filter Hypotheses.
According to Krashen’s acquisition-learning hypothesis, there are two independent
ways to develop our linguistic skills: acquisition and learning. Thus there are two
independent systems of Second language performance: 'the acquired system' and
'the learned system'. The 'acquired system' alludes to 'acquisition', which is the
product of a subconscious process that is very similar to the process children undergo
when they acquire their first language. This process of acquisition requires meaningful
interaction in the target language, in which speakers are concentrated not in the form
of their utterances, but in the communicative act they are supposed to perform. On
the other hand, the 'learned system' or 'learning' is the product of formal instruction

2. Naseem Alnaqeeb. Collage of Languages, Sana’a University. 2013
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which is a conscious process that produces conscious knowledge 'about' the language,
for example knowledge of grammar rules. In this sense, Krashen points out that
'learning' is less important than 'acquisition'.
“Rules and exceptions will make sense and grammar, word
choice and pronunciation will be employed appropriately if it
"sounds" right. Language analysis and the deductive, rule-
driven study of grammar are not only ineffective to produce
communicative ability, but also frustrating. It is much easier
and more enjoyable to acquire a language than it is to learn
a language.” (Krashen, S: 1988).
Relationship between acquisition and learning is explained by The Monitor hypothesis.
The monitoring function is the practical result of the learned grammar. According to
Krashen, for the Monitor to be successfully used, three conditions must be met: first,
the acquirer/learner must know the rule, which is a very difficult condition to meet
because it means that the speaker must have had explicit instruction. Second, the
acquirer must be focused on correctness that is he / she must be thinking about form,
and it is difficult to focus on meaning and form at the same time. Thirdly , the learner
has sufficient time at his/her disposal, so that he/she is focused on form rather than
meaning, resulting in the production and exchange of less information Having time to
use the monitor. And because of these difficulties, Krashen recommends using the
monitor at times when it does not inte0rfere with communication, such as while
writing.
The acquisition of grammatical structures follows a “natural order” which is
predictable. For a given language, some grammatical structures tend to be acquired
early while others late. Moreover, the order of acquisition for second language is not
the same as the order of acquisition for first language. Krashen believes that the
implication of the natural order hypothesis is not that our syllabi should be based on
the order found in the studies, and he rejects grammatical sequencing in all cases
where the goal is language acquisition.
The Input hypothesis is Krashen's attempt to explain how the learner acquires a
second language. It revolves around the proposition that we acquire language only
when we understand language that contains structure that is “a little beyond” where
we are now in their linguistic competence, and this is possible because we use more

3. Naseem Alnaqeeb. Collage of Languages, Sana’a University. 2013
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than our linguistic competence to help us understand. The input hypothesis says that
we acquire by “going for meaning” first, and as a result, we acquire structure. It also
states that speaking fluency cannot be taught directly. It emerges over time, on its
own. The best way to teach speaking, according to this view, is simply to provide
comprehensible input. 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'.
One last issue regarding this hypothesis is that Krashen reflected upon the problem
that not all of the learners can be at the same level of linguistic competence at the
same time. Krashen suggests that natural communicative input is the key to designing
a syllabus, so that each learner will receive some 'i + 1' input that is appropriate for
his/her current stage of linguistic competence.
The last hypothesis, the Affective Filter, is somehow related to psychology. Krashen
propose his view that a number of 'affective variables' play a facilitative, but non-
causal, role in second language acquisition. By variables Krashen means motivation,
self-confidence and anxiety. The idea here is that learners with high motivation, self-
confidence, a good self-image, and a low level of anxiety are better equipped for
success in second language acquisition, and vice-versa is true. 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. To put it simple, when the filter is 'up' it hinders language acquisition.
As for teaching a foreign language, the conversation of the roles of researchers and
teachers arises. Teachers are often silent, having their hands full with daily planning
in the words of Susan Gass in Learning and Teaching: The Necessary Intersection.
The advantage of this is the necessity of constant experimentation, “and teachers are
therefore constant researchers”.
In this consistent dialogue between Second Language Acquisition researchers and
teachers everyone agrees that each side should have a better understanding of what
the other is doing. However, each party speaks with such a different perspective that
progress can be very difficult and slow. But teachers certainly benefit from some
useful research issues and articles by SLA (Second Language Acquisition) theorists,
names as John Paolillo, Anthony Ciccone, and others participated greatly to the
success of second language pedagogy. Krashen's theories, in particular certainly add
perspective that is badly needed in the teaching profession.

4. Naseem Alnaqeeb. Collage of Languages, Sana’a University. 2013
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Here follows an attempt to compare between Second Language Acquisition (SLA) and
Second Language Pedagogy.
Second language acquisition Second language pedagogy
Is learning a second language after a
first language is already established.
Second
language
learning (SLL)
Second
language
teaching
Is the term used
to refer to the
process by
which people
consciously
learn a second
language.
The process of
teaching a
language as a
the learner’s
second language
language is acquired language is learned
achieved by actually using the language
naturally
the second language is developed
with a conscious effort
Mostly happens with children Mostly happens with adults
Children learn language easier than
adults. Children seem to develop better
pronunciation skills ( can speak as
natives)
It is nearly impossible for adults to
develop completely native-like
pronunciation.
a child is in a very special privileged
position in society. Errors seem cute
when made by a child
adults lack such a privilege. Errors
are odd or weird when made by an
adult
no materials used
materials as curriculums, skills
improving tools, presence of
monitors (teachers) are available
learning the language learning ‘about’ the language
a subconscious process (we are not
aware that we are learning)
conscious process

5. Naseem Alnaqeeb. Collage of Languages, Sana’a University. 2013
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the language is spoken in the
immediate environment of the learner,
who has good opportunities to use the
language by participating in natural
communication situations
the language is not spoken in the
learner's immediate environment,
although mass media may provide
opportunities for practicing receptive
skills. The learner has little or no
opportunity to use the language in
natural communication situations
involves developing the skill of
interacting with foreigners to
understand them and speak their
language.
involves receiving information about
the language, transforming it into
knowledge through intellectual effort
and storing it through memorization.
a classic example of second language
acquisition are the adolescents and
young adults that live abroad for a year
in an exchange program, often
attaining near native fluency, while
knowing little about the language. They
have a good pronunciation without a
notion of phonology, don't know what
the perfect tense is, modal or phrasal
verbs are, but they intuitively recognize
and know how to use all the structures.
examples are clear
attention is focused on the language in
its spoken form
attention is focused on the language
in its written form and the objective
is for the student to understand the
structure and rules of the language,
whose parts are dissected and
analyzed
no authority the teacher is an authority figure
includes performing conversation
the learner hardly ever masters the
use of learned structures in
conversation.
In case of acquiring certain skills, viz, writing, and reading, the presence of a
tutor, curricula and class system is inevitable.

6. Naseem Alnaqeeb. Collage of Languages, Sana’a University. 2013
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To conclude, language acquisition is an experience that can be attempted by anyone
at any time and need not any sort of effort or complications, whereas language
learning is limited to a complementary role in the form of support lessons and study
materials, and will be useful only for adult students that have an analytical and
reflective learning style and make good use of the monitoring function. However,
Language learning will be more useful for languages with a higher level of regularity,
as well as in situations where the number of students per group cannot be reduced.
References
 Krashen, Stephen D. Second Language Acquisition and Second Language
Learning. Prentice-Hall International, 1988.
 Magdalena Bobek. Second Language Acquisition and English Language
Teaching.
 Susan Gass. Learning and Teaching: The Necessary Intersection.
 http://crap87.blogspot.com
 http://qenaga.org
 http://teachertraining.linguaprof.com
 http://tesl-ej.org
 http://www.sk.com.br