This document discusses several hypotheses about second language acquisition: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. Acquisition is a subconscious process similar to first language acquisition, while learning involves formal rules and knowledge. The Monitor Hypothesis explains that acquisition initiates utterances and learning edits them. The Natural Order Hypothesis and Input Hypothesis state that grammar is acquired in a natural order through comprehensible input. Finally, the Affective Filter Hypothesis posits that motivation, self-confidence and low anxiety facilitate language acquisition.

1. Second Language Acquisition
Presented to Dr. Tahir Ghafoor
Presented by Shazaib Alam
BS English 3rd Semester

2. • The Acquisition-Learning Hypothesis
• The Monitor Hypothesis
• The Natural Order Hypothesis
• The Input Hypothesis
• The Affective Filter Hypothesis

3.  Acquisition:
A product of subconscious
processes very similar to the
process children undergoes
when they acquire their first
language.
 Needs natural
communication in the target
language.
 Informal situations.
 Depends on attitude.
 Uses grammatical ‘feel’.
Learning
A product of formal learning
It comprises a conscious
process which results in
conscious knowledge 'about'
the language, for example
knowledge of grammar rules.
•Formal situations.
•Depends on aptitude.
•Uses grammatical ‘rules’.

4.  Explain the relationship between acquisition and
learning.
 The acquisition is the utterance initiator, while the
learning system performs the role of the „monitor‟ or
the ‘editor’

5.  Krashen said that grammatical morphemes seem to be
acquired in natural order. Some structures are
acquired earlier and some later.
 Natural order is found in both language acquisition by
children and adults alike. In case of ‘L2’, natural order
exists regardless of the acquirers ‘L1’. Later findings
show that this hypothesis is valid for other language
acquisition as well.

6.  Speaking is a result of acquisition & not its cause.
 If input is understood, and there is enough of it, the
necessary grammar is automatically provided.

7.  Learners with a low affective filter: high motivation,
self-confidence, a good image, and a low level of
anxiety
 Are better equipped for success in SLA Learners with
a high affective filter: low self esteem and a high level
of anxiety
 Form a mental block
 When the filter is high, it blocks language acquisition.
 The low affective filter is desirable