The acquisition-learning hypothesis propounds that language acquisition and language learning are distinct processes, mediated by the brain’s innate universal grammar and individual learning experiences. This hypothesis postulates that human infants possess a biologically-driven capacity for language acquisition, while language learning refers to the conscious effort of acquiring a second or subsequent language after early childhood. Thus, the acquisition-learning hypothesis posits that language acquisition is a natural and intuitive process inherent to humans, whereas language learning is a deliberate and explicit endeavor.
The Acquisition-Learning Hypothesis Explained
The acquisition-learning hypothesis (ALH) is a theory proposed by Stephen Krashen to explain how second languages are learnt. It suggests that there are two distinct ways of acquiring (as opposed to learning) a second language:
- Acquisition: The unconscious process by which a learner acquires a language in a similar way to how they acquired their first language. This occurs through natural exposure to the language and involves intuitive understanding of its grammar and vocabulary.
- Learning: The conscious process of studying a language through formal instruction. This involves explicit knowledge and understanding of grammar rules and vocabulary, and is often rule-based and more effortful than acquisition.
According to ALH, the most effective language learning occurs when learners focus on comprehensible input, which is input that is slightly beyond their current level of understanding but still comprehensible with some effort. This input allows learners to acquire the language naturally and subconsciously, without the need for conscious effort or formal instruction.
Here is a table summarizing the key differences between acquisition and learning:
| Feature | Acquisition | Learning |
|---|---|---|
| Process | Unconscious | Conscious |
| Input | Comprehensible | Grammatical |
| Focus | Meaning | Form |
| Role of instruction | Minimal | Significant |
| Outcome | Natural language use | Formal knowledge of language |
It is important to note that ALH does not suggest that learning is not important. Rather, it emphasizes the primary role of acquisition in language development and the importance of creating conditions that support natural language acquisition.
Question 1:
What is the acquisition-learning hypothesis?
Answer:
The acquisition-learning hypothesis posits that second language acquisition involves two distinct processes: acquisition, which is characterized by implicit, subconscious processes similar to first language acquisition, and learning, which refers to explicit, conscious knowledge of language rules and structures.
Question 2:
How does the acquisition-learning hypothesis explain second language proficiency?
Answer:
Acquisitional proficiency, characterized by fluency and automaticity, develops through implicit processes of language acquisition. In contrast, learning proficiency, which involves metalinguistic knowledge and the ability to manipulate language consciously, is gained through explicit learning processes.
Question 3:
What are the implications of the acquisition-learning hypothesis for second language teaching?
Answer:
The acquisition-learning hypothesis suggests that second language teaching should foster both acquisition and learning processes. Acquisition can be promoted through immersion, comprehensible input, and meaningful communication. Learning can be facilitated through explicit instruction, grammar exercises, and metalinguistic awareness activities.
Thanks for taking the time to read about the acquisition-learning hypothesis! I hope this brief overview has given you a better understanding of this important concept. If you have any further questions, feel free to reach out to me. In the meantime, be sure to visit my blog again soon for more interesting and informative articles on all things language learning.