Lingüística 27/Abril
Innatist model: Krashen
1. Acquisition Learning Hypothesis
The Acquisition-Learning Hypothesis states that there is a distinction between language acquisition and
language learning. In language acquisition, the student acquires language unconsciously. On the other
hand, language learning happens when the student is consciously discovering and learning the rules and
grammatical structures of the language.
2. Natural Order Hypothesis
Based on the finding that language learners learn grammatical structures in a fixed and universal way.
There is a sense of predictability to this kind of learning, which is similar to how a speaker learns their
first language. We can take the example of farmer who did not speak the language but lived with the
community. At first he was just producing, but when he was introduced to formal learning of the
language he stopped producing. Acquisition and learning go in opposite directions in terms of language.
The farmer was concentrainting on the form but not on the meaning. Another example, in the beginning
of LA when we form the negative the form is outside "no sentences" and in the next step is within the
sentence "I never said that"
3. The Monitor Hypothesis
It states that the learner is consciously learning the grammar rules and functions of a language rather
than its meaning. This theory focuses more on the correctness of the language. To use the Monitor
Hypothesis properly, three standards must be met:
• The acquirer must know the rules of the language.
• The acquirer must concentrate on the exact form of the language.
• The acquirer must set aside some time to review and apply the language rules in a conversation.
How does the learning and acquiring process come together? Before we produce there is a learning
conscious competence. Krashen states that we acquire language through input (not conscious, just a
process because we are learning). Then we start producing. Then if we go to school, we stop producing.
This is simply because instinctively we think about speaking, but now that we have experienced
competence we will give it a thought and say something different. Monitoring is reviewing what you say
before you are going to say it, this is the acquired competence and when your conscious comes into
play. You may have thoughts such as this is not the right tense, pronunciation, etc. We constantly
monitor ourselves with acquired language. Monitoring can reach three levels.
Overused: If you become too aware of monitoring yourself you can end upover monitoring yourself.
Even if you have perfect acquisition we tend to monitor to avoid mistakes, we don't trust in our
knowledge.
Underused: In grammar exclusive users is quite the opposite. They're train of thought is something such
as: "this is just as it is, just as I know it" They are making mistakes but they are less aware and do not
monitor as much if not at all.
Optimal Use: These language learners are able to keep a balance between self-correction and fluency so
error correction is not an obstacle in their quest of communication. They see language as a mean to
transmit information.
4. The Input Hypothesis
Input Hypothesis places more emphasis on the acquisition of the second language. This theory is more
concerned about how the language is acquired rather than learned.
If we are not learning traditionally we need how we go from one stage to other in terms of language and
what vehicles do we use. This implies I (input) +1 (provided context).
Example: Learning how to use the passive voice. You have to understand the meaning of passive first in
