1. The document discusses Stephen Krashen's acquisition-learning hypothesis, which distinguishes between language acquisition and language learning.
2. Language acquisition is a subconscious process that occurs through meaningful interaction and communication, similar to how children learn their first language. Language learning is a conscious process involving formal study and attention to language rules.
3. Acquisition results in implicit practical language ability while learning provides explicit knowledge about the language. Formal teaching is more helpful for learning than acquisition according to Krashen.
1. THEORICAL BACKGROUND TO
ELF METHOLOGY
Group1: THE ACQUISITION – LEARNING HYPOTHESIS
- Nguyễn Thị Thu Thủy
- Nguyễn Thy San
- Hoàng Tuyết Nhung
- Nguyễn Ngọc Mai Quỳnh
- Khuất Thu Mai
- Chu Thị Hải Yến
2. - The acquisition – learning
language is the first in five
hypotheses of Stephen
Krashen’s “monitor model”.
- Stephen Krashen (1941-1992)
is the professor emeritus at the
University of the Southern
California, He is a linguist,
educational researcher, and
activist.
4. Two different ways for adult
second language leaner to develop
skill/ability in second language:
• Language acquisition
• Language learning
5. A. Language acquisition
• Definition: It’s is a subconscious process using
language for real communication.
6. Language acquisition occurs passively and
unconsciously through implicit, informal, or
natural learning.
Results:
• Obtain the linguistic skills
• Have the “feel” for correctness
7. B. Language learning
• Definition: via a conscious process of study
and attention to form and rule learning.
8. Language learning occurs
actively and consciously through
explicit or formal learning and
instruction.
Result:
- Gain explicit knowledge about a
language
- Having knowledge and awareness
about second language rules
10. THE ACQUISITION – LEARNING DISTINCTION
Acquisition language Learning language
- Similar to child first language acquisition
- “pick up” a language
- Subconscious
- Implicit knowledge
- Formal teaching does not help
- Formal knowledge of language
- “knowing about” a language
- Conscious
- Explicit knowledge
- Formal teaching helps
11. 1.1 SIMILAR TO CHILD FIRST LANGUAGE ACQUISITION
• Definition: it requires meaningful interaction in the
target language- natural communication in which
speakers are concerned not with the form of their
utterances but with the messages they are conveying
and understanding.
12. children acquire their mother tongue through interaction with their parents
and the environment that surrounds them.
13. 1.1 SIMILAR TO CHILD FIRST LANGUAGE ACQUISITION
• Conclusion: This suggests that it is through
exposure to the language and meaningful
communication that a first language is acquired,
without the need of systematic studies of any
kind.
14. 1.2 FORMAL KNOWLEDGE OF LANGUAGE
• Definition: people can be learn how to use
language in accurately, error correction is
maintained, helps the learner come to the
correct mental representation of the linguistic
generalization.
15. to adult students, a quick look at the current methodologies and
language courses available clearly shows that courses revolve around
grammar, patterns, repetitions,…
16. 1.2 FORMAL KNOWLEDGE OF LANGUAGE
• Conclusion:
- In some other scenarios, in which there is a
teacher, the work done in class is mostly
grammatically oriented: tenses, rules, multiple
choice exercises and so on…
- Communication is set aside, neglected or even
disregarded.
17. 2.1 “PICKING UP” A LANGUAGE
• Definition: people acquire knowledge of a
language by learning from their lives, their
experience, perception, motivation,…
• Manner : natural way
• People are concerned about the messages
they are conveying and understanding more
than rules of the language.
18. Students talk to foreigners to improve listening and speaking skill
19. People live in ethnic minority communicate to foreigners
20. 2.2 KNOWING ABOUT LANGUAGE
• Definition: people learn to know about rules
which include structures, vocabulary,
grammar,...clearly and exactly. Learners acquire
knowledge of a language by learning in the fixed
system ( in the school with teacher and books).
• Manner: compulsory way.
• People are concerned about the right form of
the rule of the language when they use.
22. 3.1 SUBCONSCIOUS ACQUISITION
• Definitions: having a "feel" for correctness; we
may not know exactly what rule was violated,
but somehow know that an error was
committed.
23. 3.1 SUBCONSCIOUS ACQUISITION
• Details:
- These methods provide understandable
second language input to the brain.
- Hardly think about grammar rules or attempt
to memorize words.
- Spoken and written English grammar will
improve tremendously.
24. A child spends hours each day with her peers to absorb the new language.
26. 3.2 CONSCIOUS LEARNING
• Definition:
- A rule-based approach to new languages
- Common in classroom settings: Teachers
present students with grammar and
pronunciation rules and then give examples of
how these rules play out in real life.
27. 3.2 CONSCIOUS LEARNING
• Details:
- Using the conscious brain to analyze English
grammar, memorize English vocabulary, and
translate English messages.
- Studying the mechanics of English word by
word, rule by rule.
- Knowing a lot about English grammar rules
and translations– but you can’t speak or
understand native speakers well.
28. Teachers present students with grammar and pronunciation rules and then give
examples of how these rules play out in real life.
30. 4.IMPLICIT KNOWLEDGE &
EXPLICIT KNOWLEDGE
• Explicit : directed stated, clear, obvious.
Ex: Mary was so mad at her mother for
grounding her.
• Implicit: not directed stated, clues given to
help readers find out.
Ex: Mary glared at her mother, quickly spun on
her heels, and slammed the door so hard that
the neighbors probably heard.
Clues : glared, spun, slam ==> reader can
understand that she is angry
31. 5. EFFECT OF FORMAL TEACHING ON
ACQUISITION AND LEARNING LANGUAGE
• With learning: learning’s goals is conscious
rules, and error correction is thought to help
the learner get the right form of the rules
=>Language teaching helps learning a lot.
32. 5. EFFECT OF FORMAL TEACHING ON
ACQUISITION AND LEARNING LANGUAGE
• Ex: A student wrote: “He used to living in the
countryside”. His teacher corrected his
sentence: “He is used to living in the
countryside” and forced him to repeat,
practice correctly many times
=> The student remembered that structure and
never write it incorrectly .
33. 5. EFFECT OF FORMAL TEACHING ON
ACQUISITION AND LEARNING LANGUAGE
• With acquisition: in fact, rules, and error
correction are not noticed much in real
communication. People notice the truth value
much more than form.
.
35. • Ex: Parents don’t usually care about
their children’s grammar mistakes. If
the child says that: “I want eat candy”,
the parents won’t correct because its
meaning is clear in the context. If the
child says that: “I am older than my
older sister”, the parents will correct it:
“I am younger than my older sister”.
36. As teachers, it is our duty to make sure that
our students “acquire” rather than “learn” the
language.
