Ad
related to: the acquisition learning distinction
Search results
Results From The WOW.Com Content Network
Krashen also posits a distinction between “acquisition” and “learning.” [4] According to Krashen, L2 acquisition is a subconscious process of incidentally “picking up” a language, as children do when becoming proficient in their first languages. Language learning, on the other hand, is studying, consciously and intentionally, the ...
The term acquisition was originally used to emphasize the non-conscious nature of the learning process, [note 1] but in recent years learning and acquisition have become largely synonymous. SLA can incorporate heritage language learning, [2] but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as being the ...
The no interface hypothesis, closely associated with Krashen's distinction between learning and acquisition, argues that implicit and explicit knowledge are fundamentally distinct systems. According to this perspective, explicit knowledge cannot be transformed into implicit knowledge.
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation.
The distinction between acquiring and learning was made by Stephen Krashen [1] as part of his Monitor Theory. According to Krashen, the acquisition of a language is a natural process; whereas learning a language is a conscious one. In the former, the student needs to partake in natural communicative situations.
The adaptive control of thought model assumes a distinction between declarative knowledge, knowledge that is conscious and consists of facts, [2] and procedural knowledge, knowledge of how an activity is done. [3] [4] In this model, skill acquisition is seen as a progression from declarative to procedural knowledge. [4]
This distinction between acquisition and learning can be useful in discussing language learning, as the general conditions in the case of second language acquisition offer opportunities for acquisition, as it is informal, free, undirected, and naturalistic.
Krashen called this level of input "i+1", where "i" is the learner's interlanguage and "+1" is the next stage of language acquisition. The acquisition–learning hypothesis claims that there is a strict separation between acquisition and learning; Krashen saw acquisition as a purely subconscious process and learning as a conscious process, and ...