This document discusses several theories of second language acquisition: 1. Universal Grammar theory proposes that humans are born with an innate language faculty. 2. Krashen's Monitor Theory distinguishes between language acquisition and learning, proposing acquisition occurs subconsciously similar to first language acquisition. 3. The Interaction Hypothesis integrates the Input and Output Hypotheses, stating that interaction provides opportunities for both language input and output practice.

1. IQRA LIAQAT.

2. Second language acquisition is the Process by which
people learn a Second Language (L2).
What is SLA?
Cognitive
variation
Second
culture
learning
New
Linguis
tics
system
Communi
cative
Functions

3. 1. Universal Grammar
2. Monitor Theory
3. Interaction Hypothesis
4. Behaviourism
5. Acculturation
6. Cognitive Theory
7. Connectionism
8. Output Hypothesis
9. Sociocultural Theory.

4. 1.Universal Grammar
Chomsky describes this theory as knowledge that people are born
with. Basically skill of language people already have without being
thought.
Chomsky (1976) is interested in the nature of language and sees
language as a mirror of the mind. Although he is not concerned with
SLA, his work has been influencing studies in SLA. According to his
theory, every human being is biologically endowed with a language
faculty, the language acquisition device, which is responsible for the
initial state of language development.

5. 2.Monitor Theory
Influenced by Chomsky’s assumptions on language as an innate
faculty, Krashen developed an influential proposal to explain SLA
which he first named as monitor model (Krashen 1978) The point of
this theory is to note the differences between ‘acquisition’ and
‘learning’. Acquisition is hypothesized to occur in a manner similar
to first language acquisition, learning is described as a conscious
process, one in which the learner’s attention is directed to the rules
and forms of the language.

6. Krashen's theory of second language acquisition consists
of five main hypotheses:
 the Acquisition-Learning hypothesis,
 the Monitor hypothesis,
 the Natural Order hypothesis,
 the Input hypothesis,
 and the Affective Filter hypothesis.

7. 1. The Acquisition – Learning Hypothesis
- “Fluency in second language performance is due to what we have
acquired, not what we have learned.”
- Our conscious learning processes and our subconscious
acquisition processes are mutually exclusive: learning cannot
“become” acquisition.
2. The Monitor Hypothesis
- The “monitor” is involved in learning, not in acquisition.
- It is a device for “watchdogging” one’s output, for editing and
making alterations or corrections as they are consciously
perceived.
3. The Natural Order Hypothesis
- We acquire language rules in a predictable or “natural” order.

8. 4. The Input Hypothesis
- We acquire by comprehensible input (i) + 1
- Input Hypothesis relates to acquisition, not learning
- Focus not on structure but on understanding the message.
5. The Affective Filter Hypothesis
- Motivation
- Self-confidence
- Anxiety
- Lower affective filter will go further.

9. It is usually attributed to Professor Michael Long, when he wrote a
paper entitled “The Role of the Linguistic Environment in Second
Language Acquisition” in 1996.
Through the Interaction Hypothesis, Professor Long integrated and
reconciled two hypotheses on second language acquisition (SLA): the
input and the output hypotheses. The Input Hypothesis states that a
language learner only needs to be supplied with “input” through the
forms of reading, listening to conversations, and lessons on grammar
and vocabulary. The Output Hypothesis, on the other hand, stresses
the importance of practicing and speaking to retain and remember the
language. The Interaction Hypothesis combines both the “input” and
“output” by stating that interaction is not only a means for a learner to
study the language, but also a way for the learner to practice what he
has learned.

10. 4. Behaviourism
It dominated psychology and education theories of second
language learning and teaching. Behaviourism was based on the
view that all learning including language learning occurs through a
process of imitation, practice, reinforcement and habit formation.
Behaviourism gave birth to a stimulus-response (S-R) theory
which sees language as a set of structures and acquisition as a
matter of habit formation.

11. Another environmental-oriented theory is proposed by Schumman
(1978). Schumann Defines Acculturation as:
“Social & psychological Integration of the Learner with the Target
Language Group.’’
Kinds
Of
Acculturation
1st Kind
(Language)
2nd Kind
(Other than Language)

12. Type 1
Individual is socially integrated with the other community and
Psychologically open to the other language.
Type 2
Individual takes the other community as a reference group whose
life style & values he consciously or unconsciously desires to adopt.
Similarity
Social Interaction is common in both types.
Difference
But in Type 2 Acculturation, individual strives to become like members
of that community in more ways than linguistically.
i.e. adopts customs, rituals, values, dress.

13. 6. Cognitive Psychology
• Emerged as a response to Behaviorism
• Focused on the inner mental activities of human beings
to understand how people learn
• Behaviorists saw humans as programmed animals,
cognitivists viewed them as rational beings.
• Language acquisition is viewed in light of the child’s
cognitive development.

14. 8. Output hypothesis
Swain (1985, 1995) also goes against Krashen’s radical position
towards the role of input and argues in favour of the output
hypothesis. According to Merrill Swain, “The output hypothesis claims
that the act of producing language (speaking or writing) constitutes
under certain circumstances, part of the process of second language
learning”1. As it can be noticed, there is a need for implementing and
improving the use of these two skills which are different from the Input
Hypothesis and that could be grouped together, forming a whole
construct necessary for students to be able to convey meaning and
communicate their ideas.

15. Three functions of output
1) the noticing/triggering function
2) the hypothesis-testing function
3) the metalinguistic (reflective) function.
This means that the message needs to be conveyed precisely,
coherently, and appropriately. This form of ‘pushing’ students in terms
of output is precisely the same as that of Krashen’s comprehensible
input notion of i +1.

16. The sociocultural theory (SCT), based on Vygotskian thoughts, claims that
language learning is a socially mediated process. Mediation is a fundamental
principle and language is a cultural art fact that mediates social and
psychological activities. The sociocultural theory, a second language
acquisition theory module, proposes that second language can be acquired
through social interactions. The sociocultural theory believes that language
can be acquired by allowing the students to socialize and interact either with
other learners or with the speakers of the language they are learning. The
interaction should also be within the context of the language being learned.
Ideally, the sociocultural theory suggests that the best way to acquire a
language is to learn it from the place it is being used and to interact with
native speakers.