1. SECOND LANGUAGE
ACQUISITION
GROUP IV

2. MEMBERS
• Made Bion Kidi Nakula 1201305037
• Putu Anggita Novarianti 1201305053
• Putu Rina Dewi 1201305056
• Rico Yulianto Putro 1201305058
• Erick Cahya Kusuma 1201305059
• Made Adi Widyadhana 1201305065
• I Dewa Nyoman Tri Adnyana 1201305068

3. What is Second Language – Acquisition?
• Second Language : refers to any language
learned in addition to a person's first language
• Second Language Acquisition : the process by
which people learns a second language

4. How was it started?
By two publications in particular that are seen as
instrumental to the development of the modern
study of SLA: Pit Corder's 1967 essay The Significance
of Learners' Errors, and Larry Selinker's 1972 article
Interlanguage.
In 1980s, the theories of Stephen Krashen had
become the prominent paradigm in SLA. In his
theories, often collectively known as the Input
Hypothesis, Krashen suggested that language
acquisition is driven solely by comprehensible input,
language input that learners can understand.

5. Krashen’s Input Hypothesis
The Acquisition
– Learning
Hypothesis
The Monitor
Hypothesis
The Natural
Order
Hypothesis
The Input
Hypothesis
The Affective
Filter
Hypothesis

6. 1. The Acquisition – Learning Hypothesis
Acquisition – a subconscious and intuitive process of constructing
the system of a language.
Learning – a conscious learning process in which learners attend to
form, figure out rules, and are generally aware of their process.
2. The Monitor Hypothesis
It is a device to watch one’s input, for editing and making
alterations or correction.
3. The Natural Order Hypothesis
Learners acquire parts of language in a predictable order.
4. The Input Hypothesis
Language acquisition occurs when learners receive messages that
they can understand a concept (input).
5. The Affective Filter Hypothesis
The best acquisition will occur in environments where anxiety is
low and defensiveness absent .

7. Stages of SLA
Preproduction ( Silent Period)
Learners have a receptive vocabulary of
up to 500 words, but they do not yet
speak their second language. Not all
learners go through a silent period. Some
learners start speaking straight away,
although their output may consist of
imitation rather than creative language
use.For learners that do go through a
silent period, it may last around three to
six months.
Early Production
During which learners are able to speak in
short phrases of one or two words. They
can also memorize chunks of language,
although they may make mistakes when
using them. Learners typically have both
an active and receptive vocabulary of
around 1000 words. This stage normally
lasts for around six months.

8. Speech Emergence
Learners' vocabularies increase to around
3000 words during this stage, and they
can communicate using simple questions
and phrases. They may often make
grammatical errors.
Intermediate Fluency
At this stage, learners have a vocabulary
of around 6000 words, and can use more
complicated sentence structures. They
are also able to share their thoughts and
opinions. Learners may make frequent
errors with more complicated sentence
structures.
Advanced Fluency
The final stage which is typically reached
somewhere between five and ten years
of learning the language. Learners at this
stage can function at a level close to
native speakers.

9. What Are The Differences
Between FLA & SLA?

10. Feature L1 Acquisition
L2 (foreign language)
Acquisition
Overall Success
children normally achieve
perfect L1 mastery
adult L2 learners are
unlikely to achieve perfect
L2 mastery
General Failure success guaranteed complete success rare
Variation
little variation in degree of
success or route
L2 learners vary in overall
success and route
Goals
target
language competence
L2 learners may be
content with less than
target language
competence or more
concerned with fluency
than accuracy

11. Fossilisation unknown
common, plus
backsliding (i.e. return to
earlier stages of
development
Intuitions
children develop clear
intuitions about
correctness
L2 learners are often
unable to form clear
grammaticality
judgments
Instruction not needed helpful or necessary
Negative Evidence
correction not found and
not necessary
correction generally
helpful or necessary
Affective Factors not involved
play a major role
determining proficiency

12. The Best Way To Teach And Introduce
SLA
To Teach
• language spoken in the
home
• amount of opportunity to
practice the second
language
• internal motivation of the
learner
• reason that the second
language is needed (e.g., to
learn at school, to talk to a
friend, or for working)
To Introduce
• by setting (e.g., English is
spoken only in the school,
and Spanish is spoken only
in the home)
• by topic (e.g., French is
spoken only during meal
time, and Spanish is spoken
during school/work
activities)
• by speaker (e.g., Mom will
speak only in German, and
Dad speaks Russian only)

13. Q & A

14. Merci Beaucoup!