Second Language Acquisition

I often teach past simple regular verbs before irregular verbs because I think it’s easier. Yet, students who comfortably use “went” and “did” still forget to add the ending -ed to regular verbs.

• acquisition-learning hypothesis

• monitor hypothesis

• natural order hypothesis

• input hypothesis

• affective filter hypothesis

I usually get students to correct their own mistakes instead of always feeding them the correct way of saying things.

• acquisition-learning hypothesis

     

• monitor hypothesis

• natural order hypothesis

• input hypothesis

• affective filter hypothesis

I would give students a text about football if I had a class of students who loved football. That way, my students will be relaxed and ready to learn.

• acquisition-learning hypothesis

   

• monitor hypothesis

• natural order hypothesis

• input hypothesis

• affective filter hypothesis

I prefer my students to learn the present perfect by listening to real people talking about their experiences. I don’t like forcing them to do grammar drills.

• acquisition-learning hypothesis

• monitor hypothesis

• natural order hypothesis

• input hypothesis

• affective filter hypothesis

I think it’s important for students to read articles that are difficult, but not too difficult. Ideally, they should be one level above the students’ language ability.

• acquisition-learning hypothesis

• monitor hypothesis

• natural order hypothesis

• input hypothesis

• affective filter hypothesis

A teacher uses an online video that contains unfamiliar words, but the students can still answer questions about the video.

• Languages are learnt by repeating and not thinking too much about it

• The rules of a language are learnt in a predictable order

• Learning happens with comprehensible input

• Children have an innate ability to learn their first language

A teacher helps her students understand a word by getting them to think about words with similar structures.

• Students learn new structures by thinking about the hidden rules and patterns

• Students learn new structures through habit formation

• Students learn new structures naturally in their own time

• Students learn new structures when they feel relaxed and good about themselves

A teacher drills the students in saying the word “happy-happiness” and “weak-weakness”.

• Students need to hear language in a natural setting

• Knowing the language is not the same as using the language

• Copying and repeating helps students to take in the new language

• Students need to get language input that is above their level

A teacher gets students to talk freely in groups.

• Students learn by copying good language use

• Students often check themselves to make sure they are producing language correctly

• Students can learn through natural conversation although they might not realize that they are taking in new language

• Students need rewards to encourage good behaviour

A teacher encourages the shy student with interesting questions to get her speaking.

• We can train students to associate certain feelings with certain structures

• Learning happens consciously while acquisition happens unconsciously

• Students will learn language structures when they are ready to learn them

• Learning can only happen when students feel relaxed and confident