Master this deck with 21 terms through effective study methods.
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Acquisition refers to the unconscious process of absorbing a language naturally, while learning involves the conscious understanding and application of grammar rules.
The Monitor Hypothesis posits that the 'Monitor' acts as an internal editor that uses conscious knowledge of grammar rules to check and correct speech before production.
The three conditions are: sufficient time to apply rules, focus on form (attention to correctness), and knowledge of the specific grammar rule.
Krashen argues that explicit learning of grammar rules does not contribute significantly to the natural acquisition of a language.
The Natural Order Hypothesis states that language learners acquire grammatical structures in a predictable order, regardless of the order in which they are taught.
Examples include acquiring plural -s before third person -s and the structure 'no+verb' before 'auxiliary+negation+verb' in negation.
Negotiation for meaning involves learners interacting with others to clarify and understand language, which facilitates language development.
The Interaction Hypothesis suggests that learners need to understand meaning in a new language and negotiate for meaning during communication to achieve mutual understanding.
The Output Hypothesis posits that producing language allows learners to test hypotheses and notice gaps in their interlanguage, thus facilitating language acquisition.
Comprehensible input must be understood by the learner but should also include features that challenge them, pushing them to the next level of competence (i+1).
'i' represents the learner's current level of competence, while '+1' indicates the next stage of language acquisition that is slightly beyond their current abilities.
The Affective Filter Hypothesis is a metaphor for a mental block that can prevent comprehensible input from reaching the language acquisition part of the brain, influenced by the learner's emotional state.
Factors include high anxiety or stress, low self-confidence, lack of motivation, and negative attitudes.
Conditions that lower the filter include feeling relaxed, comfortable, motivated, and interested in the learning process.
Input provides the necessary language exposure, while output allows learners to practice and refine their language skills, creating a cycle of learning.
Imitation plays a crucial role in language learning as it allows learners to model their speech and writing after proficient speakers, aiding in the acquisition of correct forms.
Teachers can provide comprehensible input, create a low-anxiety environment, and encourage interaction and output to facilitate language acquisition.
The implications suggest that teaching should align with the natural order of acquisition, focusing on structures that learners are ready to acquire rather than following a strict curriculum.
Feedback helps learners recognize errors and refine their language use, contributing to the development of their interlanguage and overall proficiency.
Teachers are responsible for providing input that is both understandable and slightly challenging, ensuring that learners are exposed to language that promotes growth.
Challenges include difficulty in expressing themselves, understanding others, and the potential for miscommunication, which can hinder effective negotiation.