Six Dimensions of language acquisition by Wolfgang Klein

1. - Propensity: (Inner force):

The learner feels the need, the urge of acquiring a language. Propensity has four components: Social Integration, Communicative Needs, Attitude and Education.

a.- Social Integration: Need of a learner to be integrated to others. Then they can communicate. It has a negative aspect; students stop talking when they think they are losing their culture (that is why we have to be careful to the children’s background).

b. - Communicative Needs: It is related to the context. In other words, it has to do with where or when I’m going to say something.

c. - Attitude: Children learn because language is there to be learned, adults are in will. Attitude can be conscious or unconscious.

d. - Education: This factor is the weakest of all because it depends on the outside and not on the inside of the learner. It may be effective only if it is combined with the other three propensity factors.

2.- Language Faculty

 It is a natural capacity of communicate and the functioning of the language processor (in terms of Biological Determinants of Language Processor and the Knowledge Available to the speaker at any one time).

a. - Biological Determinants of Language Processor: This represents only a fraction of our language skills. It deals with process in some parts of the central system (brain) according to perception, memory and higher cognitive functions.

b. - Available Knowledge: It deals with conscious knowledge acquired from books, school, others; and tacit knowledge which is unconscious.

3. - Access (to Language):

The processor previously mentioned cannot work if it is not exposed to raw material. Access covers some components which are: Input and the Range of Opportunities of Communication

1. - Input: It is the social interaction. The information we receive while we are in contact with others

2. - Opportunities of Communication: This range talks about the amount of exposure to language. The acquisition process comes to an end as soon as the learner stop being aware of the differences between his/her speech production and the one of his/her environment.

4.- The Structure of the process:

The text talks about two important aspects: Synchronization among various skills and elements of knowledge that make up a language, and Variations observed across learners and learners categories in the acquisition process.

1. - Synchronization of Elements in a Language: It refers to the acquisition of all linguistically knowledge. If a speaker wants to know a language, he/she must be able to make a proper use of several types of information, such as phonetically knowledge, inflection and so on.

2. - Variability (in learners): The structure and the way of acquisition varies depending on the learners. This variability is caused by many factors which include propensity components, the biological aspects of the learner his/her knowledge, a good input and so on.

5. - Tempo of Acquisition: According to three groups of factors; Heading propensity, language processor and Access.

6. - End State: Dealing with Fossilization and Backsliding.

Principles and practice in second Language Acquisition by Stephen Krashen

  1.- The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen's theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'.

2.- The Natural Order hypothesis it suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners' age, L1 background, conditions of exposure, and although the agreement between individual acquirers was not always 100% in the studies, there were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition. Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

3.- The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule. It appears that the role of conscious learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is - or should be - minor, being used only to correct deviations from 'normal' speech and to give speech a more 'polished' appearance. Krashen also suggests that there is individual variation among language learners with regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under-users); and those learners that use the 'monitor' appropriately (optimal users). An evaluation of the person's psychological profile can help to determine to what group they belong. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the 'monitor'.

4.- The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some 'i + 1' input that is appropriate for his/her current stage of linguistic competence.

5.- The Affective Filter hypothesis, embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take place.