The document discusses theories of second language acquisition from various perspectives. It provides an overview of Krashen's theory of second language acquisition, which contains five main hypotheses: the acquisition-learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis. The summary also mentions Schumann's theory on the role of psychological factors like motivation, attitude, and culture shock. It evaluates Krashen's theory and whether it is possible for adults to acquire a second language according to other researchers like Lenneberg and his critical period hypothesis. The conclusion is that acquiring a second language is possible for all humans in different ways and that teachers need to foster proficiency by creating a supportive environment.

1. Introduction.
Nowadays is really important for us to have the necessary skills, new competences to
establish interaction with the people that is why, language it has been a matter for scientists
in the last decades. Many of them have provided different point of view about if a person is
able to acquire a first language, so then, what happen when people have to learn a second
language; furthermore, the students?, is there any factor that contributes to the process of
acquire a second language?, also if people are not able to learn a second language, this
statement it is true o false?. The aim of this review is to, analyze and explore different
theories that explain how a student can acquire a second language. In addition, the paper will
address an insight of the main theory assessed by Krashen (Second Language Acquisition)
and the different hypothesis of it, also there are others views from a psychological
perspectives focus on motivation as well as attitude, among others. The reaction paper
addresses questions concerned on how students come to internalize the linguistic features of
another language, and how they make it work during the process of understanding and
production of language.
Summary.
Through the years, some authors have been constantly studying the process of how a second
language can be acquired, especially for older students. According to the text, it will be given
current methods which would point out their contribution they have had in the process of a
second language acquisition. The text called “Written and Second Language Acquisition”
(chapter 2) explains one of the most well known Krashen’s Theory of Second Language
Acquisition”, from a psychological perspective. The chapter 2 copes with internal and
external implications in language acquisition, that attempts to make a distinction about the
developing of a second language, that includes the differences between learning and
acquiring a second language. The first hypothesis called learning, according to Krashen
(2003) argues that the language is a conscious process, it means that “students are aware on
the process of learning, that takes place in or out of school”1, on the contrary, the second
1
The learning/acquisition hypothesis, Krashen, “Written and second language acquisition” chapter 2, pag 36.
.

2. hypothesis called acquisition, is related to a subconscious process and it can be acquired day
by day, very similar to the process children undergo when they acquire a first language.
Another aspect of acquire a second language is through the natural order, this means that
some features of the language appears first than others, for example, at the beginning children
produce vowel sounds, later on consonants and so on. As a sequence, we find the monitor
hypothesis, Krashen suggests that we learn a language in a community, which allows us to
check what we say and write. Moreover, there is the input hypothesis, in this point, Krashen
talks about how students are exposing to language in real context, at the same time, Swain
establishes “that students also need the opportunities to produce comprehensible output”2.
The last theory talks about the affective filter, as Krashen mentioned before, the development
of the language will be under the influence by the appropriate environment for students.
It is necessary to draw attention to Schumann’s Theory which complement with Krashen’s
ideas. Schuman takes into account the psychological factors, such as motivation, attitude and
culture shock, that is “students with low motivation and negative attitude toward members of
the mainstream culture are less to acquire the language of the mainstream”3. Furthermore,
the last hypothesis called the Critical period emphasizes the idea that there is limits in the
process of acquire a second language, in other words, adults can learn a second language the
same as children; however, adults retain their accent.
Evaluation.
Krashen’s theory was a useful source to build up the basis of what we know now as a second
language acquisition. As Krashen assessed, human beings are capable of learn a second
language, and it is important to clarify this point. On one hand, because according to
Lennenberg and his Critical period hypothesis, people at a certain time are not able to acquire
a second language, , because there are some cognitive systems that are not develop anymore,
besides “children are better learners than adults”4; nonetheless, if that would not be possible,
how is that there are people teaching a second language, what is more, how can students
develop the skills to produce a second language?. On the other hand, through analyzing
Krashen’s thoughts, we also consider the idea that we overlook some details for acquire a
second language, for instance when we think back on how we started to learn a second
2
Swain, 1985.
3
The affective filter, Krashen, “Written and second language acquisition” chapter 2, pag 39.
4
The critical period hypothesis, Lennenberg, “Written and second language acquisition”, chapter 2, pag 41.
.

3. language, we might infer that it was just a matter of vocabulary and some grammar rules, but
on the contrary, we started learning a second language when we find out something that
makes sense for us. As has been said to learn a second language is necessary create the
comfortable environment and provide the students the enough input to produce language.
Conclusion.
It can be concluded from what Krashen and the other authors have stated that, acquire a
second language it is possible for all humans, the difference is underlined in the way in which
every student learn. As far as we know until now, we as teachers our main focus is on the
students, we need to foster not only the capacity to learn and understand a new language,
but also build up a good atmosphere; in order, to become them proficient users of the
language, so this responsibility is up to us. Finally, the texts made us understand that people
have innate and brain abilities to develop another language, which is not an issue that
someone would find in a book or a notebook, instead, in the environment itself.
.

4. REACTION PAPER
“People cannot learn a Second Language.”
Cristian Diaz Ancaten – Makarena Sanchez Campos
April, 5th, 2013.
English teacher Lucía del Rosario Ubilla Rosales
.