Second Language Acquisition and Second ... - Stephen Krashen

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Contents Introduction 1 1. Individual Variation in the Use of the Monitor 12 2. Attitude and Aptitude in Second Language Acquisition and Learning 19 3. Formal and Informal Linguistic Environments in Language Acquisition and Language Learning 4. The Domain of the Conscious Grammar: The Morpheme Studies 51 5. The Role of the First Language in Second Language Acquisition 64 6. The Neurological Correlates of Language Acquisition: Current Research 70 7. On Routines and Patterns in Language Acquisition and Performance 83 8. Relating Theory and Practice in Adult Second Language Acquisition 100 9. The Theoretical and Practical Relevance of Simple Codes in Second Language Acquisition Bibliography 138 iii 40 119
Introduction This book is concerned with what has been called the "Monitor Theory" of adult second language acquisition. Monitor Theory hypothesizes that adults have two independent systems for developing ability in second languages, subconscious language acquisition and conscious language learning, and that these systems are interrelated in a definite way: subconscious acquisition appears to be far more important. The introduction is devoted to a brief statement of the theory and its implications for different aspects of second language acquisitions theory and practice. We define acquisition and learning, and present the Monitor Model for adult second language performance. Following this, brief summaries of research results in various areas of second language acquisition serve as both an overview of Monitor Theory research over the last few years and as introduction to the essays that follow. Acquisition and Learning and the Monitor Model for Performance Language acquisition is very similar to the process children use in acquiring first and second languages. It requires meaningful interaction in the target language-natural communication--in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition (Brown and Hanlon, 1970; Brown, Cazden, and Bellugi, 1973), but caretakers and native speakers can modify their utterances addressed to acquirers to help them understand, and these modifications are thought to help the acquisition process (Snow and Ferguson, 1977). It has been hypothesized that there is a fairly stable order of acquisition of structures in language acquisition, that is, one can see clear 1
Page 1 and 2: Second Language Acquisition and Sec
Page 3: Acknowledgments I would like to tha
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 and 14: In the second part of this chapter,
Page 15 and 16: far more valuable then the exercise
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
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4. The Domain of the Conscious Gram
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Ann Fathman, confirmed our earlier
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significant differences for any of
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Table 1. Studies analyzing grammati
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Table 3. Counterexamples to orderin
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Table 4 (cont.) ___________________
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ut *der Katze Ohr (The cat's ear).
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Research Findings 1. First language
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First-language-influenced errors he
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and (4) Ich weiss nicht, I know not
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ain", the right hemisphere, appears
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second language acquisition in adul
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hemisphere is removed, and the pati
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Monitor, to exist, and the degree t
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advantage in the first language. En
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while English "orients its users to
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7. On Routines and Patterns in Lang
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adulthood. A. Smith (1966) describe
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"That's a _______") which were char
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variation. Nelson, for example, dis
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which he had learned by imitation.
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and often incorporated them into hi
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what utterances mean by observing h
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Furthermore, she associated strings
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and patterns other than as discours
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similar difficulty orders for gramm
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understanding language that is "a l
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up to the intermediate level. As Wa
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practical only in a foreign languag
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is making some effort at making him
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It may be useful to distinguish thr
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the luxury of building up acquired
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marker /-s/, and the regular and ir
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to speak the language they were lea
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9. The Theoretical and Practical Re
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contact with. "Teacher-talk" is the
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language in Los Angeles. S. K. also
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Caretaker Speech and Language Acqui
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speech is so well rooted in the "he
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speech is: they are simpler than na
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Freed (1980) reports that foreigner
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e boredom. When they overshoot, the
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class was conducted entirely in Fre
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more expansions as well as repetiti
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Broen, P. (1972) The Verbal Environ
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Dulay, H. and M. Burt (1977) "Remar
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Hakuta, K. and H. Cancino (1977) "T
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Learning Aptitude. Rowley, Ma.: New
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Academy of Aphasia. Victoria, Briti
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Smith, A. (1966) "Speech and other
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Second Language Acquisition and Second ... - Stephen Krashen

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