second language acquisition and factors that affect second language acquisition

second language acquisition and factors that affect second language acquisition

This section elaborates on the definition of second language acquisition and factors that affect second language acquisition, and the key factors include age, aptitude, interference of first language, individual variations, routine and patterns, attitude, intelligence, motivation, personality. Some factors are prevailing, while other factors are termed as to be equal, but they all relay contribution to the failure or success of the second language acquisition.

Definition of Second Language Acquisition SLA

Acquisition can also be termed as learning. However, acquisition, on the other hand, can be applied to relay different meanings and applications, such as second language acquisition. The process in which an individual learns another language is sometimes known as acquisition instead of learning. In addition, acquisition is the unconscious learning of a language in the most natural form, and mostly it does not depend on language teaching. Also, learning can be termed as a conscious study process through formal instruction, such as classroom language learning. According to Jack Richard85 el al. (1995). The second language acquisition is the procedure by which an individual develops ability in a foreign language or the second language. Also, SLA is a complex process that involves numerous interrelated factors (Victoria, 593).

Factors Influencing Second Language Acquisition

Numerous factors influence second language acquisition such as age, aptitude, interference of first language, individual variations, routine and patterns, attitude, intelligence, motivation, and personality.

Age

Age is one of the aspects that influence second language acquisition. It is believed that young children are better at second language acquisition compared to adults. However, contrary to the popular judgment, it is not generally that the young children are better than the elderly in all respect in second language acquisition. Rather the young children are better concerning ultimate attainment, and this implies that those who start the second language as young children will certainly attain higher levels of competence than the ones who commences as adults, for instance, after 15 years of age. However, the adults are faster in the second language attainment proficiency compared to young children. The adolescent in the early ages may be superior in the initial rate of acquisition of the second language because they are in a favorable position of getting more compressible input.

There seem to be three primary ways of how this happens. Fist, Higa, and Scarcella indicated in there research that adolescent acquirer is good at managing conversation or controlling the input directed to them and enabling it comprehensible.  Higa and Scarcella studied young children age 8.5 and 9.5 and the adolescent age 15.5 and 16.5. They stated that even though the young acquirer gained what seems to be a more straightforward input, the adolescent acquirer was more adept at conversation management and getting the native speaker to be more understandable. The older, for example, would inquire for assistance and alter the topic compared to the young acquirers. Therefore, regardless of the child’s more straightforward input, the adolescent may gain more comprehensible input, and this may greatly responsible for the greater speed of acquisition.

The second contributing factor to older acquirer great speed in the second language acquisition in the initial phases it is the ability to overcome the silent period, to produce the structures in the second language that are yet to be acquired. This is done by the application of first language rules and depending on the mentor for corrections, as earlier stated. This kind of exercise makes the older acquirer outperform their competencies. Subsequently, the application of the L1 and the mentor’s facilitation also invites the input. It is clear that the more one converse is, the more other people will talk to the person. The drawback to this method of acquisition is that it needs constant attention to form a continuous mental gymnastics.

The third reason why the older acquirer is better compared to the competencies is that the older acquirer has a vast knowledge about the world. This superior extra-linguistic knowledge assists in making input comprehensible. A similar message conveyed to an eight-year-old and a 28-year-old of the same linguistic competence. The massage may be more understandable to the older compared to the younger acquirer. And this is attributed to the greater amount of experience and information gained by the old acquirer. It was theorized earlier in this chapter that affective variables have some effects on second language acquisition. The individuals with the right attitude will be more likely to interact and thus acquire more input.

Puberty would mark the turning point for the final success in second language acquisition. The good reason to hypothesized this is that during puberty, the affective filters increase dramatically in strength. Although the affective variables possess an effect on the second language acquisition before puberty, they do not appear to be strong to hinder the ultimate attainment in younger children. When the children are adequate exposure, most children will attain native-like levels of competence in the second language acquisition.

During the puberty stage, most of the older acquirer develop emotional upheaval; this is the period of self-consciousness and hypersensitive. Adolescents are mostly, self-seeking, and normally preoccupied with their behavior and appearances. The adolescent anticipates the reaction of the other individuals, having in mind that they are the center of attention. This develops a feeling that the adolescent is under constant monitoring by other people and the outcome in a reluctance to disclose oneself and feelings of susceptibility as described by Elkind. Elkind further suggests that in addition to puberty, Piaget’s operational phase may contribute to the increased adolescent ability to conceptualize the thoughts of other people. However, the adolescent acquirer makes a mistake of thinking that other individuals are so much concerned about their character as they are. This adds to self-consciousness and hypersensitivity characteristically of this age group.

Hypothesizing that filters significantly obtain strength in early adolescence. This makes some specific claims concerning the age difference. The first claim is that there is no significant change in the language acquisition process during puberty. The capability of acquiring does not disappear at puberty nor get serious alteration; rather, the essential inputs are often blocked and hence are less accessible for acquisition.

Second Language Aptitude

Aptitude refers to the exact ability a student has for learning a second language. Some people, it is believed, possess a special kind of aptitude for the study of the second language. This kind of student is expected to be the one to pursue the language study and make vigorous progress in second language classes. There has been considerable experiential support of the idea that numerous students who show great performance on Language Aptitude Tests. For example, Carroll and Sapon’s Modern Language Aptitude tests or Pimsleur’s Language Aptitude battery. Usually perform better in foreign language lessons. There are numerous reasons for hypothesizing, though, this kind of linguistic capability tapped by aptitude test is language learning and not necessarily language acquisition.

First, the aptitude tests predict the speed of learning in foreign language lessons. The success in foreign language studies is measured by grammar-type tests, which involves the great application of conscious grammar rules, for instance, the Monitor. Some experimental studies have revealed that aptitude measures relate to classroom skills more than they relate to communication skills. Also, the aptitude tests themselves to a large extent consist of tasks that need conscious awareness of the language. For instance, in the Pimsleur battery, the examinee is requested to analyze sentences in a foreign language. For example, a question is given, and the student is requested to give the correct answer.

1. How do you say “the horse carried father”?

And options are given out for the student to single out the correct answer.

Achievements on such items need an inductive language learning ability, the capability to consciously identify the grammar rules. This does not include language acquisition. Language acquisition has been hypothesized that it needs the understanding of meaningful input and is gradually build up after numerous exposure. The outcomes of inductive language earning is a conscious instruction, which is what the instance from the Pimsleur test stresses. The outcome of language acquisition is the confidence for correct grammar and the ability to apply a rule in actual communication.

Hypothesizing that the attitude relates to language acquisition and aptitude to learning has numerous interesting outcomes. First, it solves a problem in the concept of second language acquisition in that it shows how aptitude and attitude work to achievement in second language acquisition. And yet the two, attitude and aptitude are unrelated. For instance, some students have a high aptitude and yet have a low attitude while others have a high attitude while low aptitude or students who are low in both are high in both that is attitude and aptitude. This kind of phenomenon explains that the two relate to dissimilar means of developing capability in the second language, which is learning and acquisition. Another outcome is a practical one: if acquisition takes center stage, it becomes more vital than learning, this means that factors attributed to attitude are more vital in second language acquisition compared to aptitude.

Possessing a high aptitude makes one a good learner but not essentially a good acquirer. Aptitude may be a great asset but not certainly enough for the success in second language acquisition. Also, a high aptitude does appear to predict achievement in a language classroom, which is based on grammar and on tests that need grammatically analysis rather than real communicative capabilities. To sum up, an individual with a high aptitude is more likely to learn at a faster rate compared to a person with a low aptitude.

The Role of the First Language

The role of the first language in the performance of the second language acquisition is also referred to as interference. This suggests that the knowledge of the first language essentially comes in when one attempts to speak a second language. If this happens, it implies that one needs to fight off the interference. Certainly, this is what some exercises try to do, which means one provides extra training and drill on the structures in which the first and second languages vary.

The view of the first language interfere relatively differently, and it implies some very diverse corrections for interference errors. Research conducted by Newmark suggests that the first language does not in any way interfere when we try to speak the second language. Newmark states that mistakes that indicate the influence of the first language is simply as an effect of going back on the last language when one misses a rule in the second language. The remedy for the interference is to acquisition. Pedagogy is not required to assist one in overcoming the influence of the first language.

As stated earlier, an acquirer will replace some first language rules for the rule of the second language if the acquirer requires the rules to express oneself and is yet to acquire the rules. The rules of the first language may be similar to the rules of the second language, but the rules may also vary in certain ways. When the first language and second language rules differ, the resulting mistake made is known as interference. But as Newmark stated, it is not interference. According to Newmark, it is not as an effect of first language interfering with the second language, but it is as a result of ignorance. That is the lack of the acquisition of the target language regulations that are required in performance.

In the role of the first language, there is a mode of producing sentences id referred to as L1 plus Monitor Mode. This method includes no acquired competence, and it has both advantages and disadvantages. The merit is short term while the demerits, in the long run, seem to be serious. One evident advantage is that the application of the L1 rule permits the performer to surpass their competence to meet a practical necessity in communication in the language that is target language before one has acquired the relevant rule of the first language. When the rule of the L1 is identical to a rule of the L2, this is known as a positive transfer. The performer appears to have acquired something for free. Even though the l1 rule is not as similar to the L2, one could claim that the performers still communicate what they intent despite the incorrect form.

Another merit is the early production permitted by the use of L1 rules also aids to welcome output. This means, it permits the performer to exercise more conversation, and this could mean a lot of comprehensible input and hence more second language acquisition.

There are also disadvantages to fall back to the first language. However, the L1 rule may be different as L2 rule, and therefore this can result in errors as noted above. The conscious Monitor can note and repair these mistakes in some cases, but not all the cases. The use of the first language rules needs constant observance on the part of the Monitor. Second, it is a very tiring and awkward means to produce formally accurate sentences in a second language. It requires a massive amount of mental exercise that most people are not able to produce. Also, monitors rectification of such mistakes will not produce acquisition or a lasting change. It will not remove the first language rule even if it is done efficiently over a long period. The actual acquisition comes from only comprehensible input.

Interference of the first language occurs when the second language performer talks before one have had the input and the time to build sufficient competencies to use the required competence.

Individual Variation

            The concept of the second language acquisition defined here suggests a basic uniformity in language acquisition. This means that everyone similarly acquires language, via the comprehensible input. This, however, does not mean that personal difference does not exist. The difference exists, and the theory creates a particular prediction about it. The theory predicts that the acquirers will differ simply in certain means and not in others. Here, the individual variation in the acquisition process will not be seen, for instance. Also, the monitor hypothesis and the natural order hypothesis will hold for every individual.

On the other hand, however, variation is viewed in the extent and the rate of acquisition. The theory predicts that this is because of one or both factors, which are the strength of the affective filter and the amount of comprehensible input an acquirer gets. Variation can also be seen concerning the degree to which a performer uses routines and patterns. According to peter, variation in first language acquisition is due to the type the input the child is exposed to. This implies that the child who obtains less caretaker speech progresses more in a formula output.

The focus in this section is the individual variation in monitor application. There seem to be three basic types of adult second language acquirers.

Monitor over-users

These are those monitors who constantly. Monitors over-users are always checking their output using their learned conscious understanding of the second language. As a result, monitor over-users speak hesitantly, more often correcting themselves in the middle of utterance. Monitor over-users are very concerned with the correctness in that one has difficulty in speaking fluently. There might be two causes of monitor over-use. Over-use may be derived from learning without acquisition. An individual who has had a formal exposure only to the second language in grammar-based lessons may possess very little acquisition to depend on, and one may have no option but to become an over-user. Another kind may be connected to personality. This kind of over-users are individuals who have acquired some grammar of the second language but have no confidence in the competence acquired. Suck kind of acquirer is defined as “S” in that they speak very little since they tried to recall some of the grammar rules before speaking.

Monitor under-users

These are the second language performers who do not appear to apply the Monitor to any extent, even when the circumstance encourages it. Like the first language acquirer, such a performer not seem not influenced by the error rectification. Under-users do not depend on conscious rules, but they only depend on the acquisition.

The optimal monitor user

This is the adult second language performer who uses the Monitor when it is suitable; this is when it does not get in the way of communication. In a usual conversation, when the emphasis is on communication and when little time is available, the optimal user will not be extremely concerned with using conscious rules to performance. In a planned speech and writing, when time is available, optimal users will make whatever rectification possible to increase the accuracy of their output.

Optimal monitor users, therefore, can use the learned competence as an enhancement to the acquired competence. Usually, the second language performers who have mastered the second language a great deal make occasional mistakes in unofficial speech, particularly in the late-acquired morphology. The developed performers can use conscious grammar to rectify these items when one writ, and usually, the written production seem to be native-like.

The Natural Approach aims to provide optimal monitor users. These are the performers who place conscious grammar in their correct place. Over-emphasis on conscious grammar has the unwanted outcome of encouraging the over-use of the Monitor. But eliminating grammar robs the students an opportunity to use conscious learning as an addition to acquisition. If the observations about an individual do not possess a dominant place in the curriculum, but it does have a vital role to play.

Motivation

One of the most important factors in second language acquisition is motivation. Motivation is an aspect that determines an individual desire to do something. Learners who are determined to learn the second language will achieve more than the ones who do not want to learn. The role of motivation and attitude in second language acquisition is defined by Gardner, who states that motivation is the overall learner’s orientation and goal.

There are two types of motivation. Integrative motivation, where learners study a second language since the learner is interested in other people and their culture. Here an individual targets to communicate in other people’s language. Another type of motivation is instrumental motivation. In this kind of motivation, the learner’s intention of studying the second language is functional and useful. For instance, the learner studies the second language to enable one functional well at a place of work.

Both types of motivation play a vital role in the acquisition of a second language. However, there is a situation where one type of motivation is more effective compared to the other. Integrative motivation plays the main role when L2 is studied as a foreign language, while instrumental motivation is more vital when the L2 works as an additional language. Motivation can also be differentiated into extrinsic and intrinsic. The intrinsically motivated activities are the one which has got no apparent reward except the action itself. The behaviors that are intrinsically motivated aim at bringing about certain internal consequences that are rewarding, which is a feeling of self-determination and competence. While behaviors that are extrinsically motivated anticipate a reward e, for instance, positive feedback or money, Maslow believes that intrinsic motivation results in greater achievement in second language acquisition.

Routines and patterns

            Routines and patterns are the sentences that are partially or wholly memorized. For instance, routine sentences are like: what is your name? parlez-vous francais? The second sentence is spoken by a performer who has not learned or acquired the rules that are involved. Patterns are partly memorized sentences with an empty slot for a noun phrase or noun. Scarcella and Krashen argue that patterns and routines are neither learned or acquired, nor do they transform into the acquisition or learning directly, apart from occasionally serve as comprehensible input.

Casual second language acquirers frequently make wide use of patterns and routines in the early stages as a way of articulating things before the acquired competence is set. Given sufficient comprehensible input, acquisition normally follows the patterns and routines of the informal acquirer. Even though patterns and routines are not of direct advantage to language acquisition or to learning a language, routines and patterns may be of considerable indirect help. The acquirer can use patterns and routines to manage the conversation and add more input. Also, patterns and routines can lead to the problem in that if one uses, it may result in getting insufficient information. Another different kind of problem resulting from patterns and routines is familiar to numerous dialogue learners. Finally, effective application of dialogue and routines requires having a sentence where the situation arises. In many situations, one is not prepared, or one may luck a line for every particular situation.

Second Language Acquisition Implications

the goal of this chapter is to present some of the common implications of the hypothesis of the second language briefly. Afterward, the discussion of how the general conclusions can be used to form a comprehensible approach to second language teaching, that is the natural approach. In the following chapters, the inferences will be discussed in detail with exact suggestions for the use in the classroom.

Comprehension

            Comprehension is the most vital implication derived from directly from the input hypothesis. Language is indeed acquired via comprehensible input, and then if the acquisition of language is essential, and not the language learning, it follows that the most vital component of any language teaching program is input. Conferring to the hypothesis, language acquisition can only happen when the message being transmitted is understood. For instance, when the emphasis is on what is being said rather than on the form of communication. This could be referred to as the great paradox of language teaching. Language is greatly taught when it is being applied to pass the massages and not when it is openly taught for conscious learning.

The requisite that input is comprehensible has numerous interesting implications for classroom practice. First, this suggests that whatever aids comprehension is essential. This is why visual assistances are so useful. Pictures and other visuals source for the adult. The supply of the extra-linguistic setting that assists the acquirer to comprehend and thus acquire. Second, it means that vocabulary is vital. Grammar-based methods to language teaching intentionally limit vocabulary to distillate on syntax. The suggestion is that vocabulary should not be evaded; that means with numerous vocabularies, there will be an additional acquisition.

On the other hand, this is not to state that vocabulary is adequate. This is to say that its significance is not to be denied. A third implication is that in giving input, in speaking to learners, the tutor is required to be primarily concerned with whether the learners comprehend the message. The instructors need to be excessively concerned with whether they are applying the correct structures. That is, the natural order hypothesis does not suggest that grammatical structures need to be provided in the natural order. According to the net principle, if sufficient successful communication is taking place, and if the learners comprehend the message, there will be input at the i+1 level.

The deliberation of the individual variation and age differences implies that comprehensible input will be the vital element of a language training program for all the learners, young and old. While some second language learners may be students, everyone is an acquirer. Hence, the crucial and most important components of any language teaching techniques are comprehensible input.

Another implication is that the teaching space like a classroom may be a decent place for second language acquisition, especially at either intermediate or at the beginning levels. Natural input is frequently too difficult for beginners and can be hard to utilize for language acquisition. In the second language acquisition classroom, adults can be given a hard input to deal with at a duration of 40 or 60 minutes of beneficial input at one instance. This can be more effective than relying on informal linguistic environment exclusively. Therefore, everyone is optimistic and enthusiastic about the potential of a classroom as a place for second language acquisition.

The affective filter theory, along with the input hypothesis, implies that actual classroom input needs to be interesting. This is, on the other hand, easier said than done. The requirement of the interesting input is created on good theoretical details. Learners are required to be concerned with the message, not with the form, to take their filters down. This means that when learners’ goals and interests differ, there should be a variety of subjects chosen for classroom activities. The subjects of universal appeal will be especially treasured, particularly those of personal interest to the learners.

Speaking

            Speaking is not completely basically for the acquisition of language according to the Input hypothesis. Language acquisition is gained from what we read and hear and comprehend and not what is said. The hypothesis suggests that the best form to teach speaking is to concentrate on reading and to listen, and fluent speaking will develop by itself. For the case of foreign language teaching where there is no need for early communication, speaking can be allowed to emerge with time. For the situation where students are present in the country where the language is being taught, routines and patterns would be vital, to begin with as early production. In such situations, the routines and patterns should focus on the immediate requirements of the learners. It is essential to note that teaching dialogue is not simmer to giving input for the language acquisition. Speaking is the primary objective of most language learners. Speaking is also because it encourages conversations, which will eventually encourage numerous comprehensible input.

The role of grammar

The grammar study does not have a section in the language program. The aim is to develop performers and optimal Monitor-user who can apply grammar as an addition to acquisition in the condition where grammar application is appropriate.

NATURAL APPROACH IMPLICATIONS ON SECOND LANGUAGE ACQUISITION

Introduction

The teaching of foreign and second language continues to be a concern among linguists who each day presents new approaches in the attempt to discover the most appropriate method in language learning and acquisition. This can be said, is because of the earlier attempts, which with time, were considered inappropriate and inefficient.

For instance, audio-lingual approaches reported failure in meeting the acquisition of the second language for reasons such as, it was majorly teacher-centered. It perceived errors as mistakes that should be avoided at all cost, thus did not contribute much to learner’s acquisition process in the classroom.

Moreover, most theories emphasized on imitation and repetition as appropriate methods of language learning and acquisition. This assumption was discovered to be untrue because there were no satisfactory or empirical tests that could confirm its validity.

This, with other theories, was said not to be theories of language acquisition but rather language structure theories. Consequently, Natural Approach was discovered probably, to an effective approach towards ESL acquisition, for example.

Background Information on Natural Approach

Natural Approach was proposed as the most suitable second language acquisition approach when compared to others. The mentioned is an empirical-based theory which has received the approval of various scientific studies on matters language acquisition as well as learning contexts.

Additionally, many language teachers approved it to be the best acquisition theory as it involved understanding the messages, which is its central hypothesis, as mentioned by Stephen Krashen. According to this theory, people acquire language by comprehending input of what is said or written. It is these processes of comprehension that enable the learner to attain communicative competence as objected by the approach.

Nevertheless, the student can acquire language effectively by first, gaining a deeper understanding of the target language; therefore, could even apply the knowledge outside a classroom. This differs from other acquisition methods, such as an audio-lingual approach, which assumes that learners learn through imitation and repetition of language structures as instructed by the teacher.

Although many other language approaches have been discovered over the past seven years, Natural Approach continues to be an effective acquisition theory as proposed by the majority because it is not only the simplest theory to use but also applicable to all learning domains such as foreign language acquisition, adult education, as well as bilingual education programs.

The discussed observations were confirmed by Professor Voge in his empirical study to compare performance results reported by students taught through a natural approach against those taught through a contextualized grammar approach (1981). His study finding was that natural approach learners reported good performance within a semester compared to others.

Moreover, the natural approach students did not only improve their communication competence but also reported higher scores on grammar tests without too much emphasis from their instructors.

1. Principles/Features of Natural Approach

A natural approach, like any other language approach, is applicable in the context of second language learning, as discussed above. Unlike other approaches, it is aligned in a manner that makes it a consistent approach in the implications of second language acquisition theories.

Furthermore, the opined concept is made of principles that make classroom learner-centered context that teacher-centered as revealed by the following principles making up the approach.

1. The main goal is acquiring Communication skills.

The acquisition of the second language is mostly driven by communicative purposes, which forms the basis of the mentioned method.

The natural approach, as revealed by Stephen Krashen, aims at building learner’s communication skills even outside the classroom. As mentioned in the introduction, the central goal of the Natural approach is to build a student’s ability to communicate with the native speakers of the target language.

This implies that the primary focus of the natural approach is not necessarily on language acquisition but rather is based on the learner’s ability to comprehend written or spoken messages using the target language.

For instance, for a learner to acquire a given language, he/she must be able to comprehend any written or spoken message conveyed through the target language. However, this doesn’t characterize the natural approach as a model that perceives grammaticality to be less important. Developing effective communication competence involved the acquisition of a fair degree of grammaticality.

The natural approach ensures this goal is attained by employing techniques and activities that improve student’s comprehensible ability. Techniques applied to include reduced learner’s participation during the early stage of acquisition, which serves a vital role in creating a learning environment as demotivating factors such as intimidation and are discouraged.

1. Comprehension preceding production

Secondly, the Natural approach assumes that comprehension precedes production. This means that the learner acquires the language by obtaining comprehensible input of the target language before he/she can communicate effectively using the language.

This order of acquisition forms the basis of the acquisition process as learners are not forced to start practicing the language forms during the early stages but will do so once they are ready to. For instance, during the early stages of language acquisition, student’s engagement in practices such as answering questions, was minimized.

Furthermore, natural approach classroom activities are devoted to sharpening student’s comprehensible input exclusive of their oral participation in the target language. As a result, learners easily reported a good performance on language acquisition and grammar tests.

1. Production emerges

During the early stages of learning, the student’s speech is expected to be incomplete, made of short sentences, simple phrases, as well as full of errors and mistakes. As a result, the natural approach concentrates on speech or writing emerges during the learning process as a way of discovering efforts and

Unlike other language acquisition approaches, the natural approach perceives error as a sign that learning is taking place; thus, learners were not discouraged. This technique is employed by the Natural Approach to ensure affective filters are avoided as much as possible. Relatively, Students are not engaged during the early stages; thus, they created a conducible learning environment.

In cases where tutors and students shared a language, students were allowed to use such language in giving responses while learning the target language. However, this was very minimal since the N.A. model is ordained to develop learner’s communication competence. Increased use of L1 could deter the acquisition of the new patterns of language presented by the T.L.

1. Acquisition activities are Key.

Additionally, the natural approach to language learning involves the acquisition of specific activities central to the development of communication skills. The natural approach’s main focus is on developing learner’s communication skills; thus, most of the practices either in the classroom or outside the classroom were devoted to discussions that could be employed by learners in bettering their acquisition of the target language.

For instance, the use of L1 in acquiring the target language was discouraged. This explains why the natural approach strictly discouraged speech production during the early stages of acquisition.

Conscious learning is vital on matters monitoring students who may befit from such provided functions as a supplement in acquiring the target language. As an N.A. instructor, presenting an optimal balance of learning and acquisition activities was crucial.

1. Lowering the affective filter

Lastly, the natural approach is designed in a way that ensures effective filter is lowered, like in cases where students are adults. Natural Approach achieves this by providing classroom activities whose degree of the affective filter is low.

Lowering the affective filter did not only develop an interest in learning among students, but it’s also boosted their confidence as learners.

Natural Approach and Second Language Acquisition (SLA)

From the five principles of the natural approach above, N.A. can be said to be a consistent approach in the second language acquisition theory. This can be discussed by considering various hypotheses or aspects of natural approaches on Second Language Acquisition.

1. Natural Order Hypothesis

To make the learning process more effective, natural approach teacher does not put more emphasis on errors presented by the learners but rather, gives room for natural order which is to take its course throughout the acquisition process.

This means that the learner is granted ample time to learn step by step the aspects of target language it is fully mastered.

Second Language English teacher, for instance, does not expect the correct application of the third singular in sentences constructed by the students at the early stages because it is a concept of later acquisition. Neither will a Romance language teacher expect the correct application of gender rule in the classroom during the early stages.

This natural approach consideration is a motivating factor to all language acquirers as it served as a barrier to increased affected filter during acquisition.

1. Acquisition- Learning Hypothesis

Acquisition-Learning is the second hypothesis of the natural approach that ensures that class activities that foster learner’s acquisition process as the only activities that were practiced throughout the acquisition process. This also involves the practice of learning exercises, which plays a vital role mostly in adult second language acquisition.

• The Monitor Hypothesis

Natural approaches to language teaching ensure the appropriate use of Monitor during classroom activities. For example, students are allowed to apply a rule already known to them and can choose to apply grammar consciously provided they have time.

Also, students were given room for adjustment before they could be directly involved in classroom activities such as delivering standard speeches or written information using the target language.

This hypothesis of N.A. creates a conducible or free-from-fear learning environment

1. The Affective Filter Hypothesis

One of the principles guiding natural approach classes is the provision of classroom activities that are characterized by low affective filters now that there is no appropriate method that could purposely eliminate affective filter. By lowering the acquisition, filters such as anxiety among adults is a better way of not discouraging people from attending SLA lessons.

Natural Approach achieves this by not forcefully demanding answers or speech production from students during the early stages of language acquisition. Further, the natural approach tutors concentrate one skill at a time and will introduce another only after one in the process is fully acquired.

The fact that students’ engagement in the classroom is limited during the early stages lowers the level of anxiety among learners who are still adapting to new language patterns they are exposed to. Addedly, students are given room to make their own decision on matters target language usage or speech (writing) production.

Most importantly is the fact that natural approach creates a learning environment-friendly to learners because any attempt or response, whether right or wrong, is treated positively. This form of reinforcement differs from other methods such as audio-lingual approaches of language, which considered errors as negative responses.

In the natural approach of language, errors presented by the learners were not corrected directly but indirectly. This is applied to ensure that learners are not exposed to correctness at early stages since this could make the learning process more complex.

Lastly, the consideration that input should be that which interest students contribute to a more relaxed classroom, thus, created a more effective acquisition classroom.

1. Input Hypothesis

The natural approach’s central hypothesis is based on the comprehensible input foster in acquiring the second language. The classroom is perceived as the main source of input as it is the context where students acquire language. Focus on input makes N.A. consistent for acquiring the second language because effective language acquisition is determined by communicative skills observed in a speaker.

The discussed hypothesis rates the Natural approach a suitable method of second acquisition. Relatively, there are other language acquisition criteria considered by this model that make it a more effective approach for SLA language learners.

1. Aptitude in acquisition class

It was discovered that second language aptitude did not relate to language acquisition but rather related primarily to language learning. Therefore, an S.L. acquisition oriented should minimize aptitude, particularly in individual’s differences.

Aptitude differences serve an important role in improving grammar accuracy among students of the second language. However, this is not important in the acquisition process, whose emphasis is communication-based than grammar-based.

Because the natural approach involves communication as a central hypothesis, the role of aptitude does not serve any achievement to the S.L. acquisition process.

• First Language

Most error encountered by second language learners is the influence of the first language. During the early stages of SLA acquisition, learners may tend to derive, for instance, the sentence structure of their first language to make possible language repairs. This is referred to as L1 plus Monitor Mode.

The natural approach minimizes this habit during the S.L. acquisition by not emphasizing so much on speech production during the early stages of the acquisition process.

Also, N.A. minimizes L1 plus Model rule in the classroom by allowing students to employ their acquired competence in less or incomplete sentences without strict consideration and correctness.

Introducing students to lesson activities that may require detailed information utilizing the target language, the majority will fall back to their L1. As a result, the student’s engagement is minimized.

In natural approach classes, students are only allowed to use their naturally acquired competence and not relying on less natural modes of production during the early stages of language acquisition.

• Routines and Patterns

Routine and patterns, as

claimed, are not acquired language, and could not be viewed as acquired language.

The natural approach did not emphasize a routine pattern like it is in the case of audio-lingual approaches where pattern such as dialogues is vital during language teaching. N.A. classes involve limited pre-dialogs throughout the teaching process since these plays served a minor role.

Also, natural approach classes do not provide rooms for imitation or repetition in any way. Although the dialogue is among the most appropriate techniques that could be employed in encouraging comprehensible input, the natural approach perceives this otherwise.

This by the assumption of the Natural approach that there is no satisfactory reason proving that repetition of patterns and sentences served in developing second language learner’s competence. But because routine and patterns encourage comprehensible input among acquirers, N.A. applies patterns and routines, limitedly

1. Age difference

When it comes to learning, age is not a limitation to anybody who develops an interest in studying a selected target language. However, the age difference between child and adults needs to be dealt with as it serves an effective filter to learning.

To begin with, all children, adults are acquirers of a target language; thus, the class should be designed in a way that serves both the parties regardless of their ages. The difference in age should only emerge in discovering topics of study that suit every group since age differences form the basis of varied reasons that drive people into acquiring a given language.

The natural approach achieves this by considering different topics and areas of teaching for the two different groups. This implies that SLE or FLES children may not be interested in the topics considered important by ESL adults. The input hypothesis, however, remains.

Accordingly, adult students are discovered to own a greater ability of language acquisition compared to SLE children, for instance, who, to acquire a given skill, mostly relied on natural language acquisition experiences.

1. Individual Variation

Through monitoring, the natural approach serves all individual variations. For instance, acquisition activities and exercise could be distributed variedly. Students who had less interest in studying language grammar concentrated completely on acquisition activities. In contrast, those who had an aptitude for language and acquisition, attended both learning exercises for their benefit. However, over-use of the variation provide by N.A. is prevented by exceeding emphasis on grammar.

Taking adult S.L. acquisition, for instance, learning exercises could be important although it did not directly contribute to their language acquisition progress.

Nevertheless, the optimal use of the provided Monitor will produce learners with learned but not acquired rules. Language rule, like that of morphology, is easily learned than acquired.

This may lead to incomplete acquisition among individuals who, by learning, believed they already acquired rules which might not be the case, thus created errors. Such errors mark a speaker non-native of the target language.

References

Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom.

Terrell, T., & Krashen, S. (1982). A natural approach. Innovative approaches to language teaching, 160-173.

Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom.