15. • Learning Efficacy close identification
observer and the model.
• Automatized vs restructured.
• Which first language structures will be
transfered and which not.
17. Creative construction Theory
• It is propose by Stephen
Krashen
• It is also called as The
Monitor Model
• Learners are thought to
“construct” internal
representations of the
language being learned
18. Differences between Acquisition
and Learning
Acquisition Learning
implicit, subconscious explicit, conscious
informal situations formal situations
uses grammatical 'feel' uses grammatical rules
depends on attitude depends on aptitude
stable order of acquisition simple to complex order of
learning
19. Creative Construction
Theory
The Acquisition – learning hypothesis.
The Monitor hypothesis.
The natural order hypothesis.
The input hypothesis.
The Affective Filter hypothesis.
20. The Acquisition– learning hypothesis.
This hypothesis says
that
There are two independent systems
The acquired system The learned system
is is
The product of a conscious The product of formal
process. instruction and a conscious
process.
Krashen says that “learning” is less important than acquisition.
21. The Monitor hypothesis.
Everyone has a monitor that tells them when something
is good or bad. It requires these conditions: time,
knowledge and focus on form.
MONITOR
Conditions
(you need…)
FOCUS
TIME ON
KNOWLEDGE
FORM
Have time to think. Know the rules (not
Feel a need to use
have forgotten it).
the correct form.
22. The Monitor hypothesis.
TYPES OF LEARNERS THAT USE THE
MONITOR.
Uses the monitor
OPTIMAL MONITOR USER
appropriately.
Does not care about
UNDER MONITOR USER
correcting.
Uses the monitor all the
OVER MONITOR USER
time.
23. The natural order hypothesis.
This is a natural, predictable order in which people
acquire language. It is the same for each person and
independent of the instruction program.
24. The input hypothesis.
People acquire a language by receiving
camprehensible input. This input should be slighly
ahead of a learner´s current state of knowledge( i + 1 ).
1
+ INPUT
i
25. The Affective Filter hypothesis.
When the learner is experiencing high anxiaty, low-
steem or low motivation, the filter turns on and causes
the learner to block out input.
FILTER
HIGH
FILTER
INPUT INPUT
LOW
MOTIVATION
MOTIVATION
SELF - STEEM SELF - STEEM
ANXIATY ANXIATY
29. Michael Long
indispensable
Comprehensible Language
Input Acquisition
30. How Input is
Concerning
made
comprehensible
Focus
Modified Input
Necessary
Interaction
mecanism
between native
Communicating
speakers and
non-native
speakers
31. essential
Modified Language
Interaction
Acquisition
Sumarized as
Interactional Modifications make Input
comprehensible.
Comprehensible Input promotes
acquisition.
Interactional Modifications promotes
acquisition.
32. applied
• Native Non-Native
Modify their
linguistics6a00e54ee8552c883300e54f5c8feb8833
Speakers Speakers
speech in
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conversations
33. Conversational
modifications
• Do you understand?
Comprehension • Is this clear?
• Do you see that..?
Checks
Native speaker
makes sure that
the learner
understands
34. Clarification • Could you say that again?
• Could you elaborate?
Requests • What do you mean by this...?
Native speaker clarifies
something which has not
been understood
• You said .....
Repetition and • To put it differently or in another way, ...
Paraphrasing • In other words, ....
Native speaker repeats or
paraphrases something
which has not been
understood
35. The more
adjustments Native
speaker makes in
interaction with non-
native speakers
The more Input
becomes
comprehensible.
facilitates
Language
Acquisition
36. Interaction
focused on the effect
Differents forms of
feedback
•Student: This red pencil.
•Teacher: this is a red pencil.
Direct Feedback Repeat after me
•Student: This red pencil.
Indirect Feedback •Teacher: Yes, this is a red pencil.
It's not green, is it?
What color is it?
•Student: This is a red pencil.