Two Important L2 Acquisition Theories

The first acquisition theory that I believe plays an important role in the acquisition of a second language (L2) is the continuum of learning. The continuum of learning states that students go through "sequential stages of language development" (NWREL, 1). Theorists state that students go through five stages of development ranging from a silent stage to a proficient stage. "Understanding that students are going through a predictable and sequential series of developmental stages helps teachers predict and accept a student’s current stage, while modifying their instruction to encourage progression to the next stage" (NWREL, 1).

These stages bring us into another theory that is well known throughout the education field. Stephen Krashen's comprehensible input analysis theory states that students "acquire language by 'intaking' and understanding language that is a 'little beyond' their current level of competence" (Krashen, 1981, p. 103). Krashen believes that an individuals emotions can thoroughly help with learning a new language or they can hinder the individual from learning the new language. Krashen's theory states that individuals go through 5 hypotheses when acquiring a second language. Krashen states that "second language teaching should focus on encouraging acquisition and on providing input that stimulates the subconscious language acquisition potential all normal human beings have" (Wilson, 1). An important aspect of Krashen's theory is that learning does not turn in acquistion. This is something we all must keep in mind when teaching L2 students.


For more information please visit the following websites:

Northwest Educational Regional Laboratory
http://www.nwrel.org/request/2003may/overview.html

Language Impact
http://www.languageimpact.com/articles/rw/krashenbk.htm