The document discusses the difference between acquisition and learning in language education, noting that acquisition is a subconscious process that occurs through exposure to meaningful input, while learning involves conscious knowledge of rules gained through formal instruction. It also examines different perspectives on how grammar should be taught, whether rules should be deductively given or inductively inferred, and debates around error correction in the language learning process. The key theorist discussed is Stephen Krashen and his views on the role of conscious learning and monitoring in developing language proficiency.

1. Hartono, S.S., M.Pd.
College of Languages
Sultan Agung Islamic University

2.  Ss can understand what formal instruction
plays in acquisition.
 Ss can understand the effects of learning and
conscious rules in acquisition.
 Ss can understand the way to present rules
for learning.
 Ss can understand what to do with errors.

3.  Grammar teaching or formal
instruction is defined as the teaching
of languages with the emphasis on
focusing the learners‟ attention on
forms in order that they become
conscious of the rules of those forms
and eventually acquire the language.

4.  Similar terms referring to the same
meaning are: instruction (Krashen,
1982), formal instruction (Lighbown
and Spada, 1990), code-focused
instruction (Doughty, 1991).

5. Acquisition
vs.
Learning

6. Conscious learning acts as an editor,
as a Monitor, “correcting” the errors,
or rather what the performer perceives
to be errors, in the output of the
required system.
This can happen before the sentence
is spoken or written.

7.  Conscious knowledge is therefore, not
responsible for fluency, it doesn‟t
initiate utterances.

8. According to Krashen, learning doesn‟t “turn
into” acquisition, based on the following
reasons:
1. We often see acquisition in cases where
learning never occurred.
2. We also see learning that never seems to
become acquisition.
3. The fact that even the best learners master
only a small subset of the rules of a
language.

9. Krashen uses the term „grammar‟ as a synonym
for conscious learning.
According to him, grammar has two possible
roles:
1. As a monitor:
2. As a subject matter or for language
appreciation.

10. 1. When the monitor is used: when
the performer has time, as in
writing and prepared speech,
and he / she is thinking about
correctness or focused on forms.

11. 2. What can be monitored: all the
rules that students can carry
around in their heads as mental
baggage and actually use in
performance.

12. 1. Monitor Over-user: performers who do
attempts to think about and utilize
conscious rules during their production.
2. Monitor under-user: the performer who
does all self-correction by „feel‟ and has no
control of conscious grammar.
3. Incompetent monitor user: the performer
who thinks s/he knows the rules but has
them ( or at least many of them) are wrong.

13. 1. Deductive – inductive issue
Deductive: the rules are given
directly.
This approach is supported by
cognitive-code teaching as
Grammar Translation Method.

14. Inductive: Learners are asked to
figure out the rules themselves.
The argument for this approach is
“the best way to insure learning
was for the student to work out
the rule himself.

15. Acquisition:
- Data first, rule follows
- Rule is subconscious
- Focus on meaning
- Slow process
- Requires large amount of data

16.  Inductive Learning:
- Data first, rule follows
- Rule is conscious
- Focus on form
- May occur quickly
- May occur after exposure to small amount
of data

17. 2. Sequencing and Learning
Grammatical sequencing was undesirable
when the goal is acquisition.
Sequencing should be based on
- learnable
- portable
- not yet acquired.

18. Henrickson (1978) lists the “five fundamental
questions” concerning the error correction.
1. Should errors be corrected?
2. If so, when should errors be corrected?
3. Which learner errors should be corrected?
4. How should learner errors be corrected?
5. Who should correct learner errors?

19.  When the goal is learning, errors should be
corrected.
 Error correction is not of use for acquisition.

20.  When there is time.
 When it doesn‟t interfere with communication
(no error correction in free conversation).
 Correction is done in written work gramamr
exercises.

21.  We should correct the “global” errors, errors
that interfere with communication or impede
with the intelligibility of message.
 Errors that are most stigmatized, that cause
the most unfavorable reactions.
 Errors that occurs most frequently.

22.  Providing the correct form / direct correction.
 The discovery / inductive approach.