• described as a Nativist
• asserts that humans are born with a special biological brain mechanism (LAD)

• Language Acquisition Device Theory
• language is innately determined from within rather than by external factors
• ability to distinguish language from other sounds
• nature is more important than nurture 

• believed that language is a reflection of thought and does not contribute to the development of thinking
• believed that cognitive development precedes language development

• his central focus is the relatonship between the development of thought and language
• interested in the ways different languages impact a person's thinking
• viewed language first as social communication

• believed that language is determined by stimuli from the environment
• learning includes a set of stimulus-response-reward (SRR)
• learner learns to imitateresponses provided by the environment

• combines nativist and behaviorist theory
• supports the belief that language is a product of both genetic and environmental factors

• learning takes place based on the process of change brought about as the child constructs knowledge
• child learns to relate what is said to particular objects or events in the environment

the development of language comes from the early interactions between infants and caregivers

1. acquisition-learning
2. monitor
3. natural order
4. input
5. affective filter

this hypothesis suggests that there are two independent ways of how individuals learn language, acquired and learned

-acquired, occurs naturally

-learned, what occurs at school in an academic setting; requires formal instruction (coursework, study, memorizaton)

this hypothesis claims that the learning of grammatical structures is predictable and follows a "natural order" by way of:

1. single words
2. string of words based on meaning
3. identifying elements that begin and end sentences
4. rearranging elements in sentences to produce questions

• grammatical structures are acquired in natural order
• conscious knowledge comes later as editor of linguistic output
• to work, speaker must be concerend with correctness, know rules, have sufficient time to apply rules

• this hypothesis uses simple sentences
• ESLs acqurie language by comprehending what is being communicated
• must be provided by the teacher

• this hypothesis has elements that affect acquistion of language: anxiety, self image, interest and motivation
• provides low-level stress, interesting environment, avoid correcting and embarrassing

1. focuses on devloping all 4 skills (language, listening, reading, writing)
2. focuses on communicative competence
3. learning overemphasized
4. better than grammar-translation, but newer methods provide better results

1. teacher speaks only L2
2. students may use L1 or L2, speech errors not corrected; grammar homework corrected
3. emphasis use of language to talk about ideas, perform tasks, solve problems
4. great but, limited interest, relevance

the stage in which:

• there is minimal comprehension
• no verbal production
• learner knows 500 receptive words
• also known as receptive or silent period
• match, measure, manipulate objects
• draw pictures using patterns

• learner knows about 1,000 receptive words
• speaks in one or two word phrases
• use simple responses (yes/no
• identifies people, places, things
• repeats memorable language
• lists, categorizes, sorts
• listens and recalls

• also known as lexical chunks
• increased comprehension
• produces simple sentences with some errors
• explains concepts with greater detail and complexity
• compare and contast
• defines new vocabulary
• greater fact recall

• learner makes complex statements
• states opinions, asks for clarification, share thoughts
• have excellent comprehension
• makes few grammar errors
• higher order thinking skills

students are asked to:

analyze, create, defend, debate, evaluate, justify, support, explain at this level

activities from this level includes:

• easy readig and writing
• evaluating
• predicting outcomes
• supporting
• analyzing charts and graphs

1. pre-production
2. early production
3. speech emergence
4. intermediate fluency
5. proficiency

key to second language learning

defined by Krashen as i + 1, input beyond the learner's present ability

• practicing
• receiving and sending messages
• analyzing and reasoning
• creating structure for input and output

strategies that help promote the learner's grasp of the language by:

• constant repetition
• make attempts to imitate a native speaker's accent
• concentrate on sounds
• practice in a realist setting

is known as what strategy?

strategies that help the learner quickly locate salient points and then interpret the meaning by:

• skimming through information to determine "need to know" vs. "nice to know" and
• use available resources (print and non-print) to interpret messages

are strategies for?

• use general rules to understand the meaning
• work into specifics
• break down unfamiliar expressions into parts

 are strategies for?

• choose a format for taking meaningful notes
• practice summarizing long passages
• use highlighters to emphasize main ideas or important specific detail

are strategies for?

• practicing
• receiving and sending messages
• analzing and reasoning
• creating structure for input and output

are all what type of strategies?

• centering learning
• arranging and planning learning
• evaluate learning

are all what type of strategies?

• review a key concept or principle and link it to already existing knowledge
• make a firm decision to pay attention to the genral concept
• ignore input that is distracting
• learn skills in the proper order

are all what type of metacognitive strategies?

strategies that help the learner maximize the learning experience by:

• taking the time to understand how a language is learned
• create optimal learning conditions (regulate noise, lighting, and temperature)
• obtain the appropriate books
• set reasonable long-term and short-term goals

are all what type of metacognitive strategies?

strategies that help learners assess their learning achievements by:

• keeping track of errors that prevent furthur progress and
• keeping track of progress (reading faster now than the student could the previous month

are all what type of metacognitive strategies?

• lowering anxiety
• encouragement
• taking emotional temperature

strategies that maintain emotional equilibrium with physical activities such as:

• using meditation
• deep breathing to relax
• listenting to calming music
• reading a funny book or
• watching a comedy

are all strategies for?