Second Language Acquisition and Second ... - Stephen Krashen

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the classroom should be viewed as a place where the student can get the input he or she needs for acquisition. The classroom may be superior to the outside world for beginning and low intermediate students, in that the real world is often quite unwilling to provide such students with comprehensible input, as Wagner-Gough and Hatch have pointed out. This section also discusses the possible role of conscious learning, pointing out that "easy" rules can be taught for optimal Monitor use, but that "hard" rules may only serve a "language appreciation" function for most students. An earlier version of this chapter was published in the SPEAQ Journal (Krashen, 1978d) and in Felix (1980). The Relevance of Simple Codes The final chapter, Chapter 9, is the most recently written, and appeared in Scarcella and Krashen (1980). It focuses on the question of simplified input, both inside the classroom (i.e. teacher-talk) and outside the classroom (i.e. foreigner talk), asking whether such simplified input is of use to second language acquisition. The conclusion is that such input is not only highly useful, but it is possibly essential. Simple codes may provide for the second language acquirer what "caretaker speech" provides for the first language acquirer, comprehensible input with a low "affective filter". Simple codes, input that the acquirer understands, are not deliberately grammatically sequenced or controlled. Rather, the speaker is only concerned with whether the listener understands the message. It is quite possible, it is argued, that the natural "net" of grammatical structures that such simple codes provide is an excellent natural syllabus, presenting a sufficient quantity of those structures that acquirer is "ready" to acquire, and allowing for built-in review. The implications are as follows: the best language lessons may be those in which real communication takes place, in which an acquirer understands what the speaker is trying to say. Similarly, a reading passage is appropriate for a student if he or she understands the message. Finally, the teacher-talk that surrounds the exercises may be 10
far more valuable then the exercise itself. We teach language best when we use it for what it was designed for: communication. Note 1 Correct use in obligatory occasions means simply that the acquirer supplied the morpheme where it was required. For example, the underlined portion of this sentence is an obligatory occasion for the plural morpheme in English: I have three pencil__. Analysis of grammatical morphemes in obligatory occasions was begun by Brown (1973). As indicated in Chapter 4, analysis in obligatory occasions does not give a complete picture of language acquisition. It does, however, provide valuable information on order of acquisition of grammatical items. 11
Page 1 and 2: Second Language Acquisition and Sec
Page 3 and 4: Acknowledgments I would like to tha
Page 5 and 6: Introduction This book is concerned
Page 7 and 8: performance..." (p.35). Corder (196
Page 9 and 10: when it does not get in the way of
Page 11 and 12: language (some similarities to firs
Page 13: In the second part of this chapter,
Page 17 and 18: Monitoring generally improves accur
Page 19 and 20: overconcern with correctness, howev
Page 21 and 22: language is spoken or may be expose
Page 23 and 24: 2. Attitude and Aptitude in Second
Page 25 and 26: 1973, p. 8). Carroll also suggests
Page 27 and 28: outines and patterns, and at a more
Page 29 and 30: Sentences, Paired Associates, and S
Page 31 and 32: stay-ins appeared to be integrative
Page 33 and 34: motivation played no role because o
Page 35 and 36: (1977), after interviewing teachers
Page 37 and 38: did not produce the same results. T
Page 39 and 40: a stage many people, but not all, r
Page 41 and 42: The Good Language Learner Revisited
Page 43 and 44: predict differences in student achi
Page 45 and 46: settle the issue of whether adults
Page 47 and 48: language had higher scores than stu
Page 49 and 50: Table 1. English proficiency and ye
Page 51 and 52: The "self-study" reinterpretation o
Page 53 and 54: series the evidence for learning is
Page 55 and 56: 4. The Domain of the Conscious Gram
Page 57 and 58: Ann Fathman, confirmed our earlier
Page 59 and 60: significant differences for any of
Page 61 and 62: Table 1. Studies analyzing grammati
Page 63 and 64: Table 3. Counterexamples to orderin
Page 65 and 66:
Table 4 (cont.) ___________________
Page 67 and 68:
ut *der Katze Ohr (The cat's ear).
Page 69 and 70:
Research Findings 1. First language
Page 71 and 72:
First-language-influenced errors he
Page 73 and 74:
and (4) Ich weiss nicht, I know not
Page 75 and 76:
ain", the right hemisphere, appears
Page 77 and 78:
second language acquisition in adul
Page 79 and 80:
hemisphere is removed, and the pati
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Monitor, to exist, and the degree t
Page 83 and 84:
advantage in the first language. En
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while English "orients its users to
Page 87 and 88:
7. On Routines and Patterns in Lang
Page 89 and 90:
adulthood. A. Smith (1966) describe
Page 91 and 92:
"That's a _______") which were char
Page 93 and 94:
variation. Nelson, for example, dis
Page 95 and 96:
which he had learned by imitation.
Page 97 and 98:
and often incorporated them into hi
Page 99 and 100:
what utterances mean by observing h
Page 101 and 102:
Furthermore, she associated strings
Page 103 and 104:
and patterns other than as discours
Page 105 and 106:
similar difficulty orders for gramm
Page 107 and 108:
understanding language that is "a l
Page 109 and 110:
up to the intermediate level. As Wa
Page 111 and 112:
practical only in a foreign languag
Page 113 and 114:
is making some effort at making him
Page 115 and 116:
It may be useful to distinguish thr
Page 117 and 118:
the luxury of building up acquired
Page 119 and 120:
marker /-s/, and the regular and ir
Page 121 and 122:
to speak the language they were lea
Page 123 and 124:
9. The Theoretical and Practical Re
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contact with. "Teacher-talk" is the
Page 127 and 128:
language in Los Angeles. S. K. also
Page 129 and 130:
Caretaker Speech and Language Acqui
Page 131 and 132:
speech is so well rooted in the "he
Page 133 and 134:
speech is: they are simpler than na
Page 135 and 136:
Freed (1980) reports that foreigner
Page 137 and 138:
e boredom. When they overshoot, the
Page 139 and 140:
class was conducted entirely in Fre
Page 141 and 142:
more expansions as well as repetiti
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Broen, P. (1972) The Verbal Environ
Page 145 and 146:
Dulay, H. and M. Burt (1977) "Remar
Page 147 and 148:
Hakuta, K. and H. Cancino (1977) "T
Page 149 and 150:
Learning Aptitude. Rowley, Ma.: New
Page 151 and 152:
Academy of Aphasia. Victoria, Briti
Page 153 and 154:
Smith, A. (1966) "Speech and other
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Second Language Acquisition and Second ... - Stephen Krashen

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