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Acquisition can be described simply as picking up a language (not studying a language). The natural process of internalising the rules of a language; we do not consciously learn our first language but acquire it.
Some experts claim that languages can be learned just by being exposed to samples of that language. This school of thought believes that all humans are pre-programmed to learn any language, that we have certain language instincts, and that our brains are hardwired with a universal human grammar system. This is usually the way that children learn their first language, not by studying it but by instinctively picking it up, absorbing it like a sponge.
Acquisition of a language will occur if the learner gets exposure to lots of different samples of that language; not just study materials but everyday examples, messages which involve genuine meaningful communication.
During the process of language acquisition, there is commonly a period when the learner will not attempt to produce any spoken language. This is known as the silent period .
One leading researcher in the field of language acquisition, Stephen Krashen, argues that first language acquisition and second language acquisition are fundamentally the same thing. Most discussions of SLA (Second Language Acquisition) will include mention of comprehensible input. Input is the spoken or written language that learners are exposed to. Some researchers (including Stephen Krashen) believe that second (or third or fourth etc.) language acquisition can take place solely through exposure to comprehensible input and the explicit teaching of language rules and systems is unnecessary. Krashen's research also claims that the best conditions for second language acquisition are met when the learners are exposed to comprehensible input that is slightly more complex than their current level. This level of input is often described as “ i+1 ”.
Research into second language acquisition also shows that there is a natural order where all learners naturally learn grammar items in the same sequence (regardless of their first language). Some language items are acquired sooner than others and before others; for example, learners will acquire the verb “to be” before they acquire the “+s” possessive rule.
authenticity 语言地道性
comprehensible input 可理解性输入
interlanguage 中介语
language acquisition 语言习得
monitor output 语言输出监控
natural order 自然学习顺序
notice 发现，注意到
output 语言输出
pick up （无意中）学会，习得
transfer 语言转移
Interlanguage is a term used to describe the system of language rules that a learner constructs in their own head as they learn a second language. Interlanguage changes and evolves as the learner learns, acquires or picks up more language items. Two learners studying on the same course in the same lessons will each have a different interlanguage. Metalanguage is the language or words and terms that we use to describe and label parts of language. (e.g. auxiliary verb , subordinate clause etc)
The silent period , sometimes called preproduction, is a stage in second language acquisition where learners do not attempt to speak. The silent way is the name of a method of language teaching devised by Caleb Gattegno. In this method, the teacher is silent during most of the class and the learners do all the speaking.
When a learner notices a feature of the language he/she is exposed to, like an unfamiliar word in a conversation or in a poster, they will make a mental note each time they notice this word, and at the same time develop an understanding of the use of it. According to linguists, language input would be nothing but “noise” if there is no “noticing”. On the other hand, picking up happens after the stage of noticing, as a learner already uses the feature when he/she produces the language. So when learners notice new language, they pay attention to its form, use and meaning. After this, when they start using it, they will have picked up the new language.
As an English teacher, you have probably already created the conditions for your learners to notice aspects of language. By helping them notice language, you are developing their interlanguage.
Before you teach your next class: Think about the situations you are creating. Which one provides opportunities for acquisition (rather than explicit teaching and learning)?
While you're teaching your next class: Try giving your learners a chance to notice a rule before you teach it.
After your next class: Reflect on how much of your lesson was “the teacher teaching language”compared with “the learners noticing language”.
TKT questions might ask you to:
» Look at different types of classroom procedure and decide if they are explicitly teaching language or encouraging language acquisition.
» Match teacher or learner comments about language learning with key terms (e.g. interlanguage ).
» Complete statements about language acquisition and language learning.
Match the teacher comments with the acquisition terms listed A～G. There is one extra option which you don't need to use.
A. interlanguage
B. silent period
C. comprehensible input
D. noticing
E. natural order
F. picking up
G. authenticity
1. I don't teach all the new words in a text; sometimes my learners will work out the meanings themselves and start to use these new words in classroom activities.
2. I try to select reading texts for my upper-intermediate level learners that are from a loweradvanced level course book.
3. Some of these errors seem logical to my learners, even though it is totally incorrect; it's part of their learning process, so I don't worry too much about it.
4. I always try to give my learners a chance to hear a new word a few times and then meet it again in a vocabulary exercise before I ask them to produce it in a speaking task.
5. With lower level learners, I don't push them to produce language too soon; I give them time to get comfortable with the language.
6. When my learners meet a new structure, they seem to acquire the simple statement form first, then the negative form and lastly the question form.
Key: 1. F 2. C 3. A 4. D 5. B 6. E
... language acquisition occurs in only one way: by understanding messages.
— Stephen Krashen
Comprehensible input remains the foundation of all language acquisition.
— Pasty Lightbrown & Nina Spada
In the end, acquisition is too complex to reduce to simple ideas. There are no shortcuts.
— Bill VanPatten
If a child from an Amazonian hunter-gatherer tribe comes to Boston and is raised in Boston, that child will be indistinguishable in language capacities from my children growing up here, and vice versa.
— Noam Chomsky
Quick Read: The Practice of English Language Teaching (P70-72) — Jeremy Harmer
Longer Read: How Languages Are Learned — Patsy Lightbown & Nina Spada