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Interaction is necessary for second language acquisition. It is how a new idea is used to get the conversation across to their partner. Output in language acquisition can serve a request for clarification, requiring repetition or paraphrasing in which the language is more understood.

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A trial and error process of give-and-take communication. This helps non-native speakers gain some control over the communication process in which their partner can provide more comprehensible input. This can be done by asking for repetitions or showing confusion.

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The Acquisition/ Learning Hypothesis (1)

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The Acquisition/ Learning Hypothesis (1)

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Krashen asserted that there is a distinct different between acquiring a second language and learning a second language. Acquiring consists of a natural process that occurs when the language is used in meaningful interaction with a native speaker. Learning a language was referred to the formal and conscious study of language forms and function. Krashen claimed that learning could not be turned into acquisition and that only acquired language is available for natural, fluent communication. Although I can see where he is going with this first hypothesis there is not enough evidence to distinguish between the two so there is no way to prove which one you are actually experiencing.

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As a student creates sentences, someone is monitoring that student to ensure the student is showing correct usage. This requires sufficient time, focus on grammatical form, and explicit knowledge of the rules. Writing is easier to monitor than speaking. Research from language immersion programs show that despite impressive language gains, some grammatical forms may not develop without explicit instruction.

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This hypothesis states that language learners acquire the rules of language in a predictable sentence rather than learning the rules. A general number of studies support the general existence of order when it comes to grammatical features but individual variations exist, as do variations resulting from a primary language influence.

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According to this hypothesis the direct result of learners' understanding the target language in a natural communication situation. Comprehensible input is the causative variable in language acquisition. Three constraints in the definition of input include that it must be understandable, it must contain grammatical structures that are just above the students current linguistic knowledge, and it must be part of a naturally flowing language used for authentic, purposeful communication. This hypothesis has been challenged in two ways, first is that it is ignoring the rules of output like speaking and writing , and that there is no way to measure the level of ideal linguistic challenge.

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This hypothesis includes the social-emotional variables included in learning a second language. These social-emotional variables include a low-anxiety learning environment, the students motivation to learn the language, self-confidence, and self-esteem. These variables are important to a students comfortable learning of a language. The problem with this hypothesis is there is no way to measure student input and that input is not sufficient for language acquisition.

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A process in which phonological, morphological, and syntactic rules of two languages are compared to predict areas of difficulty in developing a second language.

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Non-native English speakers were used in a large scale study where language samples were collected using a structured interview based on colorful cartoon pictures. The children were then asked questions about the pictures in which a response was elicited based on certain grammatical structures. Data found that most mistakes or errors in grammar were those similar to native English speakers in which it was their first language. These results proposed that ELs learn the rules of a second language are composed in a similar manner to the observed first language

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Tape-recorded dialogues are presented to a child and the student needs to memorize the pattern drills for practicing verb forms and sentence structure. This was intended so that errors would be corrected immediately to avoid forming bad lingual habits. Not many students were able to say this method helped though, because competence of a language cannot happen by just audio recognition.

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How learning a second language can differ slightly from a first language

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How learning a second language can differ slightly from a first language

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Since different techniques are used by different parents and schools in teaching a child their first language, similar theories can be used to learn and understand the language. Social and cultural conventions are essential to learn a second language, especially since intimate connections are made between language and culture.

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Behaviorist theory in first language is emphasized in stimulus, response and reinforcement as the basic elements of learning. This is how behaviorists hypothesized that children learned their first language

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Behaviorist Theory and where it lacks accountability

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Behaviorist Theory and where it lacks accountability

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Behaviorists assumed that a child's mind was a blank slate awaiting the experience. This was said to be incorrect because some children use grammatical rules that they have never been told to draw conclusions. Imitation and reinforcement cannot account for utterances

Ex: Him is being rude to me

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Chomsky concluded that language acquisition could only be accounted for by biological language acquisition device (LAD). This meant that infants and children come into the world prewired for linguistic analysis. Children were theorized through innatist theory to construct grammar through a process of hypothesis testing

Ex: assuming all plurals end with -s and eventually figuring out which words do end with -s plural and which ones don't.

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Innatist Theory and where it lacks accountability

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Innatist Theory and where it lacks accountability

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The main problem found with Innatist theory is that adults are needed to help children build up their vocabulary and mastering the grammatical rules of the language they are learning, including distinguishing between culturally acceptable and unacceptable forms of expression. Kids need interaction to learn.

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Caregivers play a critical role in language learning and facilitating the use of language acquisition. Interactionist Theory takes into account the nature and nurture theories that are used in Behaviorist and Innatist Theories separately. Interactionist Theory includes using the conversational scaffolding method which provides assistance and focused linguistic input for the child to learn the correct use of language.

Ex: Child- puppy upstairs
Parent: Yes our puppy, Linda, is running around upstairs

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Interactionist Theory and how it brings both previous theories together

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Interactionist Theory and how it brings both previous theories together

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The interactionist perspective acknowledges the importance of both the child's role in their own learning and the social environment in the language acquisition process