This document discusses several theories related to language acquisition and language learning. It covers: 1) The differences between language acquisition, which is subconscious and occurs with massive exposure at a young age, versus language learning, which is conscious and involves formal instruction. 2) Behaviorism theory which views learning as the result of stimulus, response, and reinforcement. 3) The theory that language learning will take care of itself if learners are involved in meaningful communication. 4) The debate around focus on form versus focus on forms approaches to language teaching.

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2. THE MIRACLE OF LENGUAJE
Are we born with an innate capability to learn
languages?
Watch

3. LANGUAGE ACQUISITION VS LANGUAGE LEARNING
THEORY
Language
acquisition:
Subconscious process
Without formal instruction
Massive exposure
Age limit: 6 years comprised until
puberty (Pinker, 1994)
No or very low level of abstraction
Spontaneous capabilities (Palmer)
Language learning:
Conscious process
Formal instruction
Limited exposure to the
language
Age limit: puberty and on
Higher level of abstraction
Studial capabilities (Palmer)

4. BEHAVIORISM THEORY
Behaviorism…
Conditioning is the result of:
Stimulus
Response
reinforcement
Skinner, 1957

5. LANGUAGE LEARNING WILL TAKE CARE OF ITSELF
THEORY
“In fact, learning is the human activity which least needs manipulation by others.
Most learning is not the result of instruction. It is rather the result of unhampered
participation in a meaningful setting.”
Illich, 1972
…If the language teacher ‘s management activities are directed exclusively at
involving the learners in solving communication problems in the target language
then language learning will take care of itself…
Allwright, 1979

6. FOCUS ON FORM OR FOCUS ON FORMS THEORY
Focus on form:
Task-based language teaching
Incidental and opportunistic
Noticing (language intake) (Richard Schmidt, 1990)
Focus on Forms:
Course books (Open Mind, New American Framework, and the like)
Language syllabus

7. THE IMPORTANCE OF REPETITION
Repetition drills
Repetition of encounters with language with
lapses in between (noticing)

8. THINKING ABOUT LANGUAGE
Implicit teaching (Inductive approach)
Learner centered
Students take agency
Explicit teaching (Deductive approach)
Teacher centered

9. AROUSAL, AFFECT AND HUMANISTIC TEACHING
Affect:
Anxiety, fear, stress, anger or depression compromise learning. (alienations)
Student’s Affective filter (low/high) affects language acquisition
Humanistic:

Personal identity

Self-knowledge

Feelings

emotions
Stephen Krashen

10. WHEN YOU’RE READY
•
Teaching can promote acquisition: teaching one step close to the next form to be
acquired (Teachability Hypothesis) – Pienemann,1998
•
All learning is mediated by social interaction
•
Learning is assisted performance (scaffolding)
•
Successful scaffolding can occur when learners are in the Zone of Proximal
Development (ZPD) --Lev Vygotsky, 1920-1930

11. LANGUAGE PLAY
Can you mention some language games?
 Songs
 Jokes
 Rhymes
 Tongue twisters and the like
…Language play, when properly designed, may well
be extremely useful for student language
development…
Cook, 2000

12. THANK YOU!!!
STEPHEN KRASHEN