1.

Theories of second language acquisition

There is not a unified theory of SLA, but several. However, none of them is able
to cover all the variables involved in language learning (age, motivation,
context...). Instead, there are several models which are rooted in the diverse
school of thoughts that have occupied the linguistic panorama in the twentieth
century.
According to Larsen-Freeman and Long there are two main views in SLA:
nurture or nature. Here we will analyse the most important exponents of both
views.
1.1.

Main theories based on the Nature Perspective in SLA

Advocates of this view claim that humans are genetically predisposed to

develop language.
1.1.1. Krashens monitor model
Krashens Monitor Model consists of Five Central Hypothesis:
a. Acquisition vs learning hypothesis
There are two ways of developing competence in adult language learners. The
first one is language acquisition, which implies that the language is learnt
subconsciously. The second one is language learning, which occurs
consciously. Krashen also adds the two processes are exclusive, so language
learning cannot become language acquisition.
b. The monitor hypothesis
It is involved in language learning and it is a device that controls language
production. For that purpose, students must have previous knowledge provided
by language learning of what is right and wrong.
Krashen gives three conditions for its use:

Low time pressure

Focus on form
Knowledge of the relevant rules.

c. The natural order hypothesis

We acquire rules in a predictable and natural order. If the order is not followed
it would be impossible to incorporate new rules until the failed one is correctly
incorporated.
d. The input hypothesis
It states that acquisition takes place as a result of having understood input that
is a little beyond the current level of the learners competence. Not every input
leads to acquisition, as learners can only absorb part of it. This profitable part of
input is called intake.
e. The affective filter hypothesis
It is the gap between input and intake which blocks comprehensible input when
the learner is in a distressing situation. Acquisition will occur in relaxing
environments.
1.2.

Main theories based on the Nurture Perspective of SLA

According to this view humans learn a language from the experience and the
interaction with others.
1.2.1. The acculturation model
It was proposed by Schumann and it states that the level of success in SLA in a
naturalistic setting is determined by the extent to which the learner acculturates
to the target language community. Acculturation is thus determined by the
degree of social and psychological distance between the learner and the
target language culture. Social distance is related to the extent to which learners
become members of the target language group (group dimension), and
psychological distance refers to the extent to which learners feel comfortable
with the learning task (personal dimension). Schumann added that when social
and/or psychological distances are great the learner fails to progress beyond the
early stages, with the result that the language is pidginized, that is, simplified
and reduced. When pidginization persists the language fossilizes.

1.2.2. McLaughlins attention- processing model

According to McLaughlin learners cannot process all the information or input

they are exposed to. Their attention can be focal or peripherical, that is, they
attend to the information either centrally or peripherally. In order to
compensate for their limited processing capacity learners routinize skills,
originally available through controlled processing, by means of practice and
repetition. This process is known as automatization, which entails
quantitative changes in the learners interlanguage. Their information
processing ability is also improved by means of restructuring, which produces
qualitative changes in their interlanguage and consists of the coordination,
integration and reorganization of new data in their brains.
1.2.3. Longs interaction hypothesis
According to Long, social interaction and comprehensible input are
necessary for language acquisition. Input is made comprehensible by means of
modified interaction, that is, native speakers and other interlocutors modify
the interactional structure of the conversation for learners. Modifications can be
of any type: slowing down their speech, comprehension checks, clarification or
paraphrases. Pica is also related with the interaction hypothesis. She adds that
the social relationship of the participants is relevant for interactional
modifications. If both interlocutors have the same status comprehension and
acquisition will be facilitated.