theories of second language acquisitionn
THEORIES OF SECOND LANGUAGE ACQUISITION
Taxonimies, hypotheses and models
I believe everybody creates their own way to learn. Nobody thinks the same and just the brain of everybody works different. A teacher can’t ask a student to learn a whole book by the next day, but he can ask the students to read it in a certain period of time, because everything takes time, and depending on how everybody’s brain works, the students will know how to create a process to finish that book. Nobody can tell you how to learn something, not even a language. You see the vocabulary on the blackboard but everybody put learn those words together in their way. You can be based on what other people tell you to be based on, or in some recommended books as well. After you read a lot and you have all your ideas clear, then you create your learning process.
Theories of second-language acquisition are various theories and hypotheses in the field of second-language acquisition about how people learn a second language. Research in second-language acquisition is closely related to several disciplines including linguistics, sociolinguistics, psychology, neuroscience, and education, and consequently most theories of second-language acquisition can be identified as having roots in one of them. Each of these theories can be thought of as shedding light on one part of the language learning process; however, no one overarching theory of second-language acquisition has yet been widely accepted by researchers.
Krashen’s Input Hypothesis
Adults have two different ways to develop competence in a language: language acquisition and language learning.
Language acquisition is a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a "feel" for correctness. "In non-technical language, acquisition is 'picking-up' a language."
Language learning, on the other hand, refers to the
Taxonimies, hypotheses and models
I believe everybody creates their own way to learn. Nobody thinks the same and just the brain of everybody works different. A teacher can’t ask a student to learn a whole book by the next day, but he can ask the students to read it in a certain period of time, because everything takes time, and depending on how everybody’s brain works, the students will know how to create a process to finish that book. Nobody can tell you how to learn something, not even a language. You see the vocabulary on the blackboard but everybody put learn those words together in their way. You can be based on what other people tell you to be based on, or in some recommended books as well. After you read a lot and you have all your ideas clear, then you create your learning process.
Theories of second-language acquisition are various theories and hypotheses in the field of second-language acquisition about how people learn a second language. Research in second-language acquisition is closely related to several disciplines including linguistics, sociolinguistics, psychology, neuroscience, and education, and consequently most theories of second-language acquisition can be identified as having roots in one of them. Each of these theories can be thought of as shedding light on one part of the language learning process; however, no one overarching theory of second-language acquisition has yet been widely accepted by researchers.
Krashen’s Input Hypothesis
Adults have two different ways to develop competence in a language: language acquisition and language learning.
Language acquisition is a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a "feel" for correctness. "In non-technical language, acquisition is 'picking-up' a language."
Language learning, on the other hand, refers to the