Assignment7 Sla Sila Celebi

SECOND LANGUAGE ACQUISITION I SILA ÇELEBİ
 Criticism towards the behaviourist perspective

According to behaviourists language learning process is just a stimuli-response by
forming habits that lead to learning what is intended. It overlooks some aspects of
learning. One of them is related to creativity in language use. Children can utter many
novel sentences that have never been heard before with their limited access to those
kinds of novel sentences. They do that without reinforcing every linguistic input. They
play and test the language. The other one is related to its excluding mental capabilities
of learners. We use many mental processes and go beyond repetition. Every child can
acquire language if there is no biological deficiency. Another criticism was made on
the usage of too many scientific methods and overlooking the unobservable things
such as underlying knowledge related to the language.
 The innatist perspective

It states that we are born with the genetic capacity and predisposition to acquire a
language around us. It includes a language acquisition device that enables us to pick
up a language and universal grammar that enables us the ability to acquire any
language if there is enough exposure. The main issue in this perspective is the
individuals’ mental capabilities to acquire a language. If a child can acquire a
language and produce a wide of different types of utterances with input, then it means
that we are genetically programmed to acquire a language belonging to humankind.
Many researchers have evidence for this claim. Such as Wug test, studies on the
acquisition order of morphological structures in children and so on.
 Chomsky
Chomsky put forward the idea of competence and performance by discriminating
between these terms. This is because of his claims that we can acquire a language with
our mental capabilities.
o Competence vs. performance

Competence refers to one's underlying knowledge of a system, event or fact. It
is a non-observable ability to do something. In the language learning context, it
refers to underlying knowledge of the system of a language related to that
language’s grammar, vocabulary and so on. Simply it is the knowledge of a
language in one’s mind. It's the idealized, abstract knowledge that allows a
speaker to comprehend and produce an infinite number of grammatically
correct sentences.
Performance refers to the observable and concrete manifestation or realization
of competence. It is doing something. In the language learning context, it refers
to the actual production or comprehension of linguistic items. It can be tested
because observable behaviours are the focus. It can vary and include errors and
deviations from idealized competence.
o Components of Communicative Competence

The concept was introduced by linguist Dell Hymes in response to the
limitations of Chomsky's notion of linguistic competence, which primarily
1
focused on grammatical knowledge referring to that aspect of our competence

that enables us to convey and interpret messages and to negotiate meanings
interpersonally within specific contexts. (Brown, 2000). It is a dynamic,
interpersonal construct that can be examined only through the overt
performance of two or more individuals in the process of communication. It
differs from linguistic competence since it concerns the knowledge that
enables a person to communicate functionally and interactively
According to y Michael Canale and Merrill Swain (1980), there are different
components of Communicative Competence;
1. Grammatical Competence:
Knowledge of the lexical items and the rules - structure of the
language, including syntax, morphology, and phonology.
2. Discourse Competence:
It refers to the connection of the linguistic items constituting
discourse and the ability to comprehend/use different types of
discourse. It involves producing a series of linguistic items
coherently.
3. Sociolinguistic Competence:
Understanding the social rules and cultural conventions that impact
language use. This includes knowledge of the roles of the
participants, shared information, and the function of the interaction.
Only in a full context of this kind can judgments be made on the
appropriateness of a particular utterance" and the ability to use
language in different social contexts.
4. Strategic Competence:
The ability to use communication strategies to overcome
difficulties in expressing oneself or understanding others. This
includes the use of paraphrasing, asking for clarification, or
using non-verbal communication to enhance understanding.
 Krashen’s Monitor Model

 Acquisition-Learning Hypothesis
According to Krashen, two means can be employed in developing a second
language. One is acquisition a subconscious and intuitive process of
constructing the system of a language, not unlike the process used by a child to
"pick up" a language. The second means is a conscious "learning" process in
which learners attend to form, figure out rules, and are generally aware of their
process (brown, 2000). Fluency is because of what we have acquired, not what
we have learned. These two terms are exclusive since one happens
unconsciously and the other one is done intentionally by giving attention to the
language.
2
 Monitor Hypothesis
This is related to the learning part of the language. Learning acts as a monitor
or editor during language production consciously.
 Natural Order Hypothesis

This is related to the order in learning any language. It states that grammatical
structures are acquired in a predictable sequence. This hypothesis was affected
by the work of Dulay and Burt (1974-76). It is a claim saying that we acquire
rules of a language in a predictable and natural order.
 Input Hypothesis
This is related to the receiving language from outside sources. The
comprehensible input is "the only true cause of second language acquisition."
The Input Hypothesis claims that an important "condition for language
acquisition to occur is that the acquirer understands (via bearing or reading)
input language that contains structure 'a bit beyond' his or her current level of
competence. It is called I + 1. An important part of the Input Hypothesis is that
speaking not be taught directly or very early in the language classroom.
Because speech will only emerge after the collection of enough
comprehensible input.
 Affective Filter Hypothesis

It is related to anxiety in the learning environment. The best acquisition will
occur in environments where anxiety is low and defensiveness absent which
means where the "affective filter" is low.
 Stages in the second language acquisition process (Krashen)

Related to Input Hypothesis, these stages explain different steps that learners take in
their language production process which constitutes different levels of proficiency as
they are exposed to and engage with the target language.
o Pre-production
This stage is related to the time before the production. Learners with limited
comprehension can not produce much language. Receiving the language and
its skills with understanding more than what can be expressed can be seen.
This stage is sometimes referred to as the "silent period" because learners may
be hesitant to speak. However, the absorption of the new language through
exposure is the key issue.
o Early-production
In this stage, the beginning of production some basic language can be seen.
The vocabulary knowledge of learners starts to expand, and learners may begin
to use short phrases and simple sentences to communicate. There is still a
focus on comprehension. Errors can occur frequently. However, learners may
be more willing to experiment with the language.
3
o Speech emergence
During this last stage, learners become more confident and proficient in
producing the language. Forming more complex sentences and engaging in
more extended conversations can be seen. The vocabulary knowledge of
learners continues to grow, and learners are better able to express themselves.
However, errors still can be produced by learners. Learners also experience
struggles with more complex structures in this stage.
References;
Brown, H. D. (2000). Principles of Language Learning and Teaching, 4th edition.

Pearson Longman
Lightbown, P. M., & Spada, N., (2013). How Languages Are Learned (4th Ed). Oxford
University Press

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SECOND LANGUAGE ACQUISITION I SILA ÇELEBİ

 Criticism towards the behaviourist perspective

 The innatist perspective

o Competence vs. performance

o Components of Communicative Competence

focused on grammatical knowledge referring to that aspect of our competence

 Krashen’s Monitor Model

 Natural Order Hypothesis

 Affective Filter Hypothesis

 Stages in the second language acquisition process (Krashen)

Brown, H. D. (2000). Principles of Language Learning and Teaching, 4th edition.

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