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The monitor hypothesis states that consciously learned language can only be used to monitor language output; it can never be the source of spontaneous speech. The natural order hypothesis states that language is acquired in a particular order, and that this order does not change between learners, and is not affected by explicit instruction.
These two forms of knowledge have been the subject of extensive debate among linguists, language teachers, and researchers seeking to understand how best to facilitate language learning. The debate touches on how each type of knowledge is acquired, how they interact, and the degree to which explicit instruction can foster implicit knowledge.
Four years after the original hypothesis was delivered, Schmidt updated it. He stated that noticing is helpful but is not required to learn different linguistic features of a language. He proposed that being able to notice more leads to more learning. However, it is not necessary for all learners to notice. [4] [page needed] [need quotation to ...
This states that there is a strict separation between conscious learning of language and subconscious acquisition of language, and that only acquisition can lead to fluent language use. [10] The monitor hypothesis. This states that language knowledge that is consciously learned can only be used to monitor output, not to generate new language ...
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
The human brain may be automatically wired to learn languages, [citation needed] but this ability does not last into adulthood in the same way that it exists during childhood. [93] By around age 12, language acquisition has typically been solidified, and it becomes more difficult to learn a language in the same way a native speaker would. [94]
The theory has often been extended to a critical period for second-language acquisition (SLA). David Singleton states that in learning a second language, "younger = better in the long run", but points out that there are many exceptions, noting that five percent of adult bilinguals master a second language even though they begin learning it when they are well into adulthood—long after any ...
Metalinguistic awareness, also known as metalinguistic ability, refers to the ability to consciously reflect on the nature of language and to use metalanguage to describe it. The concept of metalinguistic awareness is helpful in explaining the execution and transfer of linguistic knowledge across languages (e.g. code-switching as well as ...