1. The Acquisition-Learning Hypothesis
This hypothesis differentiates between two
ways of gaining a second language:
Acquisition is a subconscious process,
similar to how children learn their first language, focusing on meaningful
interaction.
Learning is a conscious process, involving
formal instruction, rules, and grammar.
Example: A student acquires a new word by hearing it repeatedly in context
versus learning it by memorizing a definition.
2. The Natural Order
Hypothesis
Language structures are acquired in a
predictable sequence, regardless of the learner's age or first language. Some
grammar rules (e.g., -ing in English) are learned earlier than others (e.g.,
third-person singular -s).
Example: Beginners may use “She running” before mastering “She is running.”
3. The Monitor Hypothesis
The "monitor" is the part of our
mind that edits or corrects language output based on learned grammar. While
helpful, overusing the monitor can slow fluency.
Acquisition provides the fluency; learning
acts as a monitor.
Example: A student self-corrects saying "He go" to "He
goes" during a conversation.
4. The Input Hypothesis
Language acquisition happens when learners
are exposed to comprehensible input slightly beyond their current level (i.e.,
i+1). . Vygotsky’s zone of proximal development supports this
hypothesis, where in students must go beyond what they already know and build their new
understanding on that foundation
i = Current knowledge (initial knowledge, input)
+1 = New, slightly challenging language
material
Example: A beginner understands “I am eating an apple” even if they are
unfamiliar with the word “apple” because of the context.
5. The Affective Filter
Hypothesis
Emotional factors like motivation,
confidence, and anxiety influence language acquisition. A "high affective
filter" (e.g., stress, fear of mistakes) can block input, while a
"low filter" fosters learning.
Example: An anxiety-free student in a friendly environment is more likely to acquire language than one who is anxious or pressured.
Implications
Use examples and activities that illustrate
each hypothesis. For instance:
Acquisition vs. Learning: Engage students in storytelling or role-play to emphasize acquisition, in addition to grammar drills that emphasize learning.
Input Hypothesis: Use graded readers or
videos with visuals to provide comprehensible input.
Affective Filter: Create a supportive,
low-stress environment in class.
