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Language Acquisition  vs. Learning  | Second Language Theory | TESOL

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Analogy for the acquisition-learning hypothesis

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Analogy for the acquisition-learning hypothesis

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Language Acquisition (subconscious learning) example: moving the Spain to learn Spanish- think complete immersion in the culture

Language Learning (conscious learning) example: taking a Spanish class and learning the structure of the language with tools like videos, books, flashcards, and dictionaries. This would also be our phonics time during the day- the systematic and explicit instruction is crucial for Multilingual learners

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Examples of acquisition versus learning from the student perspective...

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Examples of acquisition versus learning from the student perspective...

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Acquisition is long-term and what happens when a student focuses on the message (comprehension)

The focus should be on acquisition- input versus output

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Bryce Hedstrom - Comprehensible Input Materials & Training

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All of the posts about Stephen Krashen's Hypotheses are available here.

(Previous post: The Monitor Hypothesis)

The next post in this series (#4/9), The Natural Order of Acquisition, is found .
Very important for teachers to get
"Language acquisition and language learning are two different things."

Language acquisition is an unconscious process. Acquisition happens when the student is hearing the language or reading in the language but is focused on something other than on the language itself as subject matter. Acquisition happens when the student is focused on the message.

Language learning is conscious, focused and purposeful. It can feel difficult. Ironically, what passes for learning is often nothing more than short term memorization that is quickly forgotten.

Acquisition is a by-product of hearing or reading comprehended messages in the target language. Acquisition tends to be long term. Only language that has been acquired can be used instantly and readily. Anyone of normal cognitive ability can acquire language, but consciously learning a language by methodically memorizing vocabulary and drilling grammar rules can be done by only a limited percentage of students-and many researchers would say that even those few have actually acquired the language by meaningful comprehensible input along the way.

Here are some charts comparing Acquisition and Learning in theory, in teaching and in learning:

The Acquisition/Learning Hypothesis highlights two very different ideas about language teaching and learning that can be summarized as follows:

Input leads to output. Acquisition-based teaching with meaningful comprehensible input.

Output leads to output. Traditional learning-based teaching with grammar rules and output-based "practice".

Read more about the acquisition / learning distinction in Understanding TPRS.
APPLYING THE ACQUISITION/LEARNING HYPOTHESIS IN THE CLASSROOM:

Minimize explicit grammar. Keep the acquisition/learning distinction in mind and go light on explicit teaching and learning of grammar-especially with younger students.

Emphasize acquisition over learning. Focus on acquisition-based activities: input above output.

Focus on the message. Remember that practice looks different under the acquisition model. In a traditional classroom with a learning-based model, students are shown a grammar rule and then they practice it. This rarely results in fluent language use and the rules are quickly forgotten after the unit and test. Students acquire the grammar and vocabulary of the language without being consciously aware as they focus on messages. With enough input, students begin to develop an ear for the language. They are able to apply grammar rules because "it just sounds right" to them.

The next post in this series (#4/9), The Natural Order of Acquisition, is found .

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ACQUISITION / LEARNING (Krashen's Hypotheses Series, #3 of 9)

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All of the posts about Stephen Krashen's Hypotheses are available here. (Previous post: The Monitor Hypothesis) The next post in this series (#4/9), The Natural Order of Acquisition, is found here. MANIAC A: The Acquisition/Learning Hypothesis Very important for teachers to get

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Slides 6-9-->

Acquisition has 3 phases:

1) aural

2) early speech production

3) speech activities following a natural progression

This progression is similar to a student's first language acquisition.

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Krashen's Five Main Hypotheses - Download as a PDF or view online for free

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Comprehensible input-- Zone of Proximal Development but in terms of language acquisition

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What does learning and acquisition look and feel like?

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What does learning and acquisition look and feel like?

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This video states that there are two distinct and independent ways of developing competence in a second language.

The first one is how language acquisition, and it is how language is "picked" up. This is a subconscious process that we are typically not aware of. For example, no one teaches us all the rules of language, we simply get a "feel" for correctness. Grammatical sentences sound or feel right, and errors feel wrong.

Language acquisition = acquired competence

the second one is language learning. This is conscious knowledge of a second language. It is knowing the rules and being aware of them, and being able to talk about them/teach them.

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Krashen's Five Hypotheses on Second Language Acquisition

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Listed above are examples on how the learning hypothesis can be applied to the classroom. They suggest to focus more on the message rather than the language, choose only the important words, minimize explicit grammar teaching, and prioritize input over output.

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The first hypothesis I want to touch on is the Acquisition-Learning Hypothesis. Basically, Krashen posits that language learning and language acquisition are different processes. Learning is conscious; it involves memorizing vocabulary lists and doing grammar drills. Acquisition is an unconscious process, much like how we learned our first language when we were children. Acquisition occurs when a person is focused on the message given in a certain language, not on the language itself.

For example, if I asked most of you what the number "nine" is in Spanish, you could probably tell me. You most likely would have to count up from one (uno...dos...) or think about it for a minute, but you could tell me. That is something that you have learned. It's not acquired yet (for most of you), because it didn't come out spontaneously, without thinking. However, if you are fluent in Spanish, you would be able to tell me that it's "nueve" without a second thought. That's because you have acquired that language.

This Acquisition-Learning Hypothesis is definitely changing the way I teach, particularly in my ESL 1 class. I focus a lot on providing them comprehensible input in English (that's the next hypothesis!) so that they can acquire the language subconsciously. We talk a lot about things that are interesting to them (so far, basically food and animals...) in a way that everyone can understand. That includes a lot of terrible drawings done by yours truly, gestures, whole-class motions/actions, Google Images, and some translation. It's really fun, and if you ever have a free minute during 1st hour, I invite you to stop by any time!

So, how does this hypothesis apply to your content classes?

Focus more on the message than the language. As long as students can understand the general idea, they don't need to know every single word. They will acquire those as they go. Choose certain important words for students to look up or translate in a reading or question, so they can get the overall message without being bogged down.

Minimize explicit grammar teaching. If students ask, or if a grammar point happens to come up, teach it! (For example, we happened to have the word "witnesses's" in a reading in ESL 2 today. I took 2 minutes and explained about apostrophes, but I did not do a whole lesson and worksheet about apostrophes.) Don't make it the focus of your teaching. In context is best, otherwise students just forget! **Side note: this is for lower-proficiency students who we are trying to help get to a basic level of understanding! At higher levels, explicit grammar teaching is sometimes needed.**

Prioritize input over output. Students need lots and lots of comprehensible input before they can produce language--think about babies! They hear a LOT before they are able to talk, or even sign. Instead of requiring ESL students to answer questions or write paragraphs, consider giving them additional input as an alternative assignment. If you want to have them do something to show they read it, circle-the-answer type activities or word translations are a good option.

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UTHS ESL Program - Acquisition-Learning Hypothesis

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The first hypothesis I want to touch on is the Acquisition-Learning Hypothesis. Basically, Krashen posits that language learning and language acquisition are different processes. Learning is conscious; it involves memorizing vocabulary lists and doing grammar drills. Acquisition is an unconscious

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Slides 11-19 provide more context on language acquisition vs. language learning. It provides some history on its evolution and some examples.