This document discusses theories of written and second language acquisition. It explores whether language is acquired naturally through exposure or learned consciously through formal instruction. The key debate is between acquisition, where language is subconsciously absorbed, versus learning, which involves conscious study of rules. The document also examines different classroom approaches that incorporate acquisition versus learning perspectives.

1. Written and Second
Language Acquisition
Is written language acquired naturally or learned consciously?
Can people acquire a second language?
By: Amy Barnes

2. Learning Acquisition
Conscious: We are aware we are Subconscious: We are not aware we
learning are acquiring
It’s what happens in school when we It’s what happens in and out of school
study rules and grammar when we receive messages we
understand

3.  In the movie, Matilda, Mrs. Honey is a perfect example
of using both traditional teaching strategies while
incorporating the Acquisition View. [click image to see
more on Matilda]

4. Methods, Strategies & Views
 Word Recognition View- The belief that written
language must be learned and that the main task
during reading is to identify words.
 Recoding- Changing the marks on the paper into words
already known in an oral vocabulary to identify words

5. Methods, Strategies & Views continued..
 Decoding- The various skills used to change a printed
word into an understandable meaning.
 Structural Analysis- To identify longer words by
breaking them down into component parts
 Sight Words- Words that are commonly used, but may
not follow phonetic spelling rules, and as a result are
frequently learned through memorization

6. Quotes for Thought
“…The reader’s focus must always be on constructing meaning, using his or her
knowledge in transaction with the published text. The reader’s proficiency in
constructing meaning occurs as a natural consequence of using written language
for real (authentic) purposes. Teachers who understand the importance of how
readers become proficient organize a literate environment for students so that
the natural reading process is nurtured.”
-Reading Strategies: Focus on Comprehension by Yetta Goodman, Dorothy Watson, Carolyn
Burke
“Real competence in writing must stem at least in part from the learner's
reading a large volume of texts that model the types of prose they will eventually
create. Reading allows an individual to acquire a sense of how a given text is
forged and presented to a reader.”
-Transactional Idiom Analysis: Theory and Practice, John I. Liontas
“Language acquisition…requires meaningful interaction in the target
language…in which speakers are concerned not with the form of their utterances
but with the messages they are conveying and understanding. Error correction
and explicit teaching of rules are not relevant to language acquisition….”
-Stephen D Krashen Second Language Acquisition and Second Language Learning

7. Acquisition vs. Learning Hypothesis from Krashen

8. Word Recognition View Sociopsycholinguistic View
Goal: Identify words to get to the Goal: Use background knowledge
meaning of a text and cues from three language
systems
Method: Use phonics rules to sound Method: Use graphophonics as just
out words and learn a set of sight one of three language cueing
words to identify words that do not systems to gain meaning from a text
follow phonics rules
Learn to break words into parts to Study word parts only during linguistic
identify them investigations
Classroom activity: Learn vocabulary Classroom activity: Read to acquire
in advance of reading vocabulary by encountering words in
context
Read orally so the teacher can help Read silently using the strategies the
students learn to identify words and teacher has helped students
can supply words students don’t internalize to construct meaning from
know a text.

9. Learning View: Acquisition View:
Traditional Writing Classroom Process Writing Classroom
Goal: Learn how to produce a good Goal: Produce good writing and
piece of writing acquire knowledge of the writing
process
Method: Begin with the parts and Method: Begin with a message and
build up to writing a whole text develop the skills needed to produce
the message
Teacher directly instructs students in Teacher creates conditions for
how to form letters, then words, then authentic written responses and then
how to combine words into helps students express themselves in
sentences, and then sentences into writing.
paragraphs
Approach to correctness: Writing Approach to correctness: Writing
product must be conventional from moves naturally from invention to
the beginning convention
The teacher corrects each piece of Classmates and others, including the
writing. teacher, respond to the drafts.

10. Traditional Learning View Current Acquisition View
Goal: Teach language directly so Goals: Make language
students can produce correct comprehensible so students can use
language forms language for different purposes
Method: Break language into Method: Use various techniques to
component parts and teach each part make the linguistic input
understandable
Classroom activities: Students do Classroom activities: Students use
drills and exercises to practice language in communicative situations
language
Attitude toward errors: Teachers Attitude toward errors: Errors are
correct errors to help students natural, so teachers keep the focus
develop good language habits on meaning and help students
understand and express ideas

11. Matilda Video
 http://www.youtube.com/watch?v=yFdrYxYIdDI