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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 ...
One theory of language acquisition is the comprehensible output hypothesis. Developed by Merrill Swain , the comprehensible output ( CO ) hypothesis states that learning takes place when learners encounter a gap in their linguistic knowledge of the second language (L2).
The Fundamental Difference Hypothesis (FDH), proposed by Bley-Vroman (1989), suggests that there is a fundamental distinction between L1 and L2 acquisition. According to this hypothesis, L1 acquisition is guided by UG and the innate language acquisition device, while L2 acquisition relies heavily on general cognitive mechanisms, such as problem ...
The acquisition-learning hypothesis. 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.
For example, the critical period hypothesis explores how age affects language learning ability, while motivation is often categorized into intrinsic and extrinsic types. Personality traits, such as introversion and extroversion, and the use of effective learning strategies can also influence language acquisition outcomes.
Statistical learning theory suggests that, when learning language, a learner would use the natural statistical properties of language to deduce its structure, including sound patterns, words, and the beginnings of grammar. [46] That is, language learners are sensitive to how often syllable combinations or words occur in relation to other syllables.
Arguments in favour include the poverty of the stimulus, the universality of language acquisition, as well as experimental studies on learning and learnability. However, these arguments have been criticized, and the hypothesis is widely rejected in other traditions such as usage-based linguistics .
Researchers have found a very consistent order in the acquisition of first-language structures by children, which has drawn interest from Second Language Acquisition (SLA) scholars. Considerable effort has been devoted to testing the "identity hypothesis", which asserts that first and second language acquisitions may conform to similar patterns.