The document discusses Stephen Krashen's theories of language acquisition, including: 1. The acquisition-learning distinction, which separates implicit language acquisition from explicit language learning. 2. The natural order hypothesis, stating that grammar structures are acquired in a predictable order. 3. The monitor hypothesis, that acquisition produces fluency while learning edits forms after production. It also discusses methods for effective study skills and comprehension, including the PQRST method, spider diagrams, SQ4R method, and PQ4R method. These involve previewing material, generating questions, reading, reflecting, reciting answers, and reviewing.

13. Vivian Cook

29. Stephen
Krashen

30. Language Acquisition
The Acquisition- Learning Distinction. There
are two distinct and independent ways of
developing 2nd language competence. 1st,
language acquisition which speaks of a
subconscious process. Language acquirers
are not usually aware of the fact that they
are acquiring language, but they are only
aware of the fact that they are using the
language for communication.

31. Language Acquisition
In other words, this is implicit learning of a
language. 2nd, language learning which is
referred as conscious knowledge of a second
language, knowing the rules, being aware of
them and being able talk to them. This is
usually called “explicit learning”.

32. Language Acquisition
The natural order hypothesis – the
acquisition of grammatical structures
proceeds in a predictable order. Acquirers of
a given language tend to acquire certain
grammatical structures early and others,
later.

33. Language Acquisition
The monitor hypothesis posits the language
acquisition and language learning are used
in very specific ways– acquisition initiates
our utterances in a second language and is
responsible for our fluency. Learning has
only one function, that is a monitor or editor
to make changes in the form of our
utterance, after it has been “produced” by
the acquired system.

34. Language competence
(The monitor)
.
OutputAcquired
Competence

35. Language acquisition
The input hypothesis. This conjectures that
human acquire language by understanding
messages or by receiving “comprehensible
input” only. This suggests that learners
acquire language by “in taking” ang
understanding language that is a “little
beyond” their current level of competence
(Krashen, 1981)
.

36. Language acquisition
The affective filter hypothesis. This states
how affective factors relate to the second
language acquisition process. Affective
factors include motivation, self confidence
and anxiety. This also captures the
relationship between affective variables and
the process of second language acquisition
by posting vary with respect to the strength
or level of their affective filter. Furthermore,
this hypothesis explains that the “input is
the

37. Language acquisition
Primary causative variables in second
language acquisition and affective variables
act to encumber the delivery on input to the
language acquisition device. Lastly, this
hypothesis emplies that the pedagogical
goals should not only include supplying
comprehension input also creating a
situation that encourages low filter

38. Input
Filter
Language
acquisition
device
Acquired
Competence

39. Study skills and comprehension
1.PQRST Method. This method helps
students focus on studying and prioritizing
the information that relates directly to how
they will use information. The method can
also be modified to suit any particular form
of learning.
PREVIEW :Looking at the topic by glancing
over the major headings or the points in a
reading material

40. Study skills and comprehension
1. PQRST Method. This method helps
students focus on studying and
prioritizing the information that relates
directly to how they will use information.
The method can also be modified to suit
any particular form of learning.
PREVIEW :Looking at the topic by glancing
over the major headings or the points in a
reading material

41. Study skills and comprehension
2. Spider diagram: this links concepts
together. This determines the theme relative
to the other concepts present in the
selection

42. Spider Diagram
IMMIGRATION
Passport Plane Ticket
Department of
foreign affairs
From one
country to
another

43. 3. SQ4R Method
SURVEY: the reader’s aim is not to go into
detail but to develop a general idea of
structure. This will prepare the reader for
what he/she is going to read and grasp a
general understanding of the reading
material.
QUESTION: It is thinking about the material
and asking oneself questions which serve to
keep the reader more involved with the
material.

44. SQ4R Method
READ: It is reading carefully and trying to
answer question
WRITE: This is writing down the answer to
the questions formerly raised. It is
restructuring the information so that it makes
most sense

45. SQ4R Method
RECITE: This is reciting what has been read. It is
recalling main headings and ideas. It is putting
ideas in one’s own words as this will improve one’s
ability to retain the material.
REVIEW: Reviewing is the key to figuring out what
one knows and what one needs to concentrate on.
The best time to review is right after reading while
the material is still fresh in one’s mind and again
before the test it is summarizing major points in
the chapter and answering questions posed to
oneself.

46. 4. PQ4R Method
PREVIEW: It is surveying the chapter to
determine the general topics being discussed,
identifying the sections to be read as units
and applying the next 4 step to each section
QUESTIONS: This is making questions about
the section. Often, it is simply transforming
section headings to adequate questions
READ: It is reading the selection carefully
trying to answer the questions one has made

47. PQ4R Method
REFLECT: It is reflecting on the text as one is
reading, trying to understand it, to think of
examples, and to relate the material to prior
knowledge
RECITE: After finishing a section, it is trying to
recall the information contained in it and
trying to answer the questions one has made
for the section. If one cannot recall enough
he/she has to read the portions that he/she
had trouble remembering

48. PQ4R Method
REVIEW: After one has finished the chapter
he/she goes through it mentally recalling its
main points. It is trying again to answer the
questions one made