1.
Dolly Ramos G
expert in the field of
linguistics

2.
 Over the last 30 years, researchers have generated a
number of theories in order to better understand and
explain human behavior. These have made great
contributions in the field of (SLA) research.
 Stephen Krashen's model is one of
the most influential and well-known
theories of SLA.
 In the late 1970s Krashen developed the Monitor
Model, an ‘overall’ theory of SLA, that had important
implications for language teaching.

3.
THEORIES OF SECOND
LANGUAGE ACQUISITION
• SLA theories were developed along the lines of L1
acq theories.
• Over the past three decades, studies in how L1 is
acquired, describing its stages of development
and aid at assessing whether SLA follows a similar
route to that of L1acq.

4.
NURTURE
posits that human interaction with the
environment leads to acquisition of
human knowledge
The Behaviorist perspective is perhaps
the most well known among language
acquisition theories and appears to be
strictly based on the nurture doctrine
NATURE
The naturalistic or innatist perspective
stresses the importance of innate or
genetic factors
knowledge is innate and transmitted
genetically holds that all human
beings are born with a device that
allows us to acquire language
naturally and that language
acquisition is biologically determined.
SLA theories divided into two broad categories

5.
 The acquisition-learning hypothesis
 The monitor hypothesis
 The natural order hypothesis
 The input hypothesis
 The affective filter hypothesis

6.
“Learning cannot become acquisition and that fluency in a second or foreign
language is due to what learners have acquired, not what they have learned”
“ ONLY ADULTS”
conscious knowledge
'about' the language
meaningful
interaction

7.
Gregg argues that Krashen has used these
terms with a certain sense of recklessness by
arguing that it is very difficult to distinguish
between what is conscious and what is
unconscious
This hypothesis is presented largely as common
sense: Krashen only draws on set of references
from Roger Brown in the early 1970’s.

8.
“Learners acquire the rules of a language in a predictable sequence”
Simple
to
complex
The
order is
immune
Its not the
teaching
order
Order of AQC (structures GR) & Sequence of ACQ=(U shaped course of
development Verbs)

9.
 1. Present progressive verb: (is) playing
 2-3. Prepositions: in/on
 4. Regular noun plural: toys, cats, dishes
 5. Irregular past tense verbs: came, fell, saw
 6. Progressive noun: daddy´s, doggie´s
 7. Uncontractible copula: Here I am, Who is it?
 8. Articles: a and the
 9. Regular past tense verbs: played, washed
 10. Regular third person singular present tense verbs:
 11. Irregular third person singular present tense verbs: does,
has
 12. Uncontractible auxiliary: She isn´t crying, He was eating
 13. Contractible copula: That´s mine, What´s that?
 14. Contractible auxiliary: He´s crying
 Brown (1968)

10.
 Rules that the learner uses are not necessarily
the traditional rules of the class, but that he
constructs for through interaction, and the
construction of hypotheses.
 The difference between speaker of two
different L1 does not present a linear
process.
Mclaughin
Gagné

11.
“Learned system acts as a monitor, making minor changes and polishing what
the acquired system has produced” Lightbown & Spada (1993)
Only Learning
Three conditions: sufficient time, focus on form and knowing the rules
(applies monitoring) Krashen (1982)
Monitoring and
personality
planning, editing and
correcting
-Extroverts(under-users)
-introverts(over-users)
-Lack of self-confidence
(over-user)

12.
Reiss (1983) Gregg
 Good learners
tend to be more
aware of the
l/ing process
itself, and to be
able to give
specific
accounts of how
they learn,
 Restricting
learning
merely to
the role of
editing
production
completely
 Learning is
for editing
grammar
and thus
ignores
comprehensi
on
Gregg

13.
Through reading or hearing language structures that slightly exceed
their current ability
'input' that is one
step beyond her
current stage of
linguistic
competence
'Comprehensible
Input' that
belongs to level 'i
+ 1'
natural
communicative
input is the key
to designing a
syllabus

14.
Fluency and unknown words
can be acquired in the context
Students level is difficult to
identify
Learning might take more time
than what Krashen believes

15.
The learner’s state of mind or disposition or disposition
HIGH MOTIVATION/self-
conf/anxi are
better equipped for
success
LOW MOTIVATION self-
esteem= can 'raise‘ the
affective filter
and form a 'mental block'
when the filter is 'up‘
it impedes language
acquisition.

16.
McLaughing & Gregg Criticism
Krashen does not make any serious attempts to explain how
and why this filter develops only with the onset of puberty.
Children also feel motivation, anxiety and thus
might affect their learning process
So this means that those negative feeling
should disappear in adulthood

17.
Krashen's Monitor Theory of SLA had a great
impact on the way SLL was viewed, and
initiated research towards the discovery of
orders of acquisition.

18.
Despite the various criticisms,
Krashen's Monitor Theory of second
language acquisition had a great impact on
the way second language learning was
viewed, and initiated research towards the
discovery of orders of acquisition.

19.
“This is not to say that Krashen is wrong in his
prescriptions about language teaching. Many
researchers working in the field agree with him on
basic assumptions, such as the need to move from
grammar-based to communicatively orientated
language instruction, the role of affective factors in
language learning, and the importance of
acquisitional sequences in second language
development.”

20.
 Attempting to cover most of the factors
involved in SLA :
 Age
 Personality traits
 Classroom instruction
 Innate mechanisms of language Acquisition
 Environmental influences
 Input, etc.,
but not without limitations.

21.
 Gomez, Luis F. 2007. Therories of first and Second Language
Acquisiton
 Brown, H. 1994. Principles of Language Learning and Teaching.
Prentice Hall Regents
 www.svsu.edu/~herks/
 WWW.Coe.sdsu.edu./people/jmora/natApprTheory%2DEng/
 www.stanford.edu/~kenro/lau/IClangLit/natralApproach.htm
 http://spider.georgetowncollege.edu/Education/documents/District
%20Guidelines/ESL%20Theories.pdf
 http://www.timothyjpmason.com/WebPages/LangTeach/Licence/CM
/OldLectures/L6_Natural_Order.htm
 http://en.wikipedia.org/wiki/Stephen_Krashen
 http://www.timothyjpmason.com/WebPages/LangTeach/Licence/CM
/OldLectures/L10_Monitor.htm

22.
Thank you