Second Language Acquisition
Second Language Acquisition
Assignment:
The subject assignment consists of answering this question:
According to Swain, ... producing the target language may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning. (Swain 1985: 249)
In Swain's view, learners need not only input, but output: they need to use language in order to learn it. Krashen, however, as recently as 2009, stated that:
Research done over the last three decades has shown that we acquire language by understanding what we hear and read. The ability to produce language is the result of language acquisition, not the cause. Forcing students to speak English will not improve their ability to speak English. (Korea Times, 2009).
“Is it possible to reconcile these two seemingly opposite views as to what constitutes second language acquisition or ‘learning’, as Swain puts it? Or do these two views represent two extremes of both theory and practice?”
Many theories and research have been done trying to explain the process of Second Language Acquisition (SLA) and how languages are learned, but still none of the findings could be considered the best alternative, as each time a new theory appears, it claims that there are other points that have not been considered. Swain’s Comprehensible Output Hypothesis and Krashen’s Input Hypothesis are the most important and controversial theories in SLA that will be contemplated in this essay. Both theories may agree and differ in certain points, but they still, reconcile sharing a common ground in theory and practice.
To begin with, both authors are concerned with “input” or the linguistic data the individual is exposed to and has access to. On one hand, Stephen Krashen, an expert in the field of linguistics, specializing in theories of language acquisition and development, proposed
Assignment:
The subject assignment consists of answering this question:
According to Swain, ... producing the target language may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning. (Swain 1985: 249)
In Swain's view, learners need not only input, but output: they need to use language in order to learn it. Krashen, however, as recently as 2009, stated that:
Research done over the last three decades has shown that we acquire language by understanding what we hear and read. The ability to produce language is the result of language acquisition, not the cause. Forcing students to speak English will not improve their ability to speak English. (Korea Times, 2009).
“Is it possible to reconcile these two seemingly opposite views as to what constitutes second language acquisition or ‘learning’, as Swain puts it? Or do these two views represent two extremes of both theory and practice?”
Many theories and research have been done trying to explain the process of Second Language Acquisition (SLA) and how languages are learned, but still none of the findings could be considered the best alternative, as each time a new theory appears, it claims that there are other points that have not been considered. Swain’s Comprehensible Output Hypothesis and Krashen’s Input Hypothesis are the most important and controversial theories in SLA that will be contemplated in this essay. Both theories may agree and differ in certain points, but they still, reconcile sharing a common ground in theory and practice.
To begin with, both authors are concerned with “input” or the linguistic data the individual is exposed to and has access to. On one hand, Stephen Krashen, an expert in the field of linguistics, specializing in theories of language acquisition and development, proposed
References: -Lightbow, P. (2006) How Languages are Learned-Oxford University Press -Matt Salusburry (April 1, 2011-Section: EL Teaching Matters-23) -Scott Thornbury (Issue 55 march 2008)-What good is Second language Acquisition theory? -Skehan, P -T-E editor (26 January, 2006) Make no Mistakes -Valerie Strauss (16/06/12)-The wrong and the right way to learn a foreing language P 49-63.Krashen, S. (1982).Principles and Practice in Second Language Acquisition.Oxford:Pergamon. Retrieved fromhttp://sdkrashen.com/Principles_and_Practice/Principles_and_Practice.pdf Krashen, S. (1994). -- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes, Trans. & Ed. by Cole, M., John-Steiner, J., Scribner, S., & Souberman, E. (1978). Harvard University Press: Cambridge, MA.