Learning versus acquisition, SLA research, evidence-based TESOL
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Language Acquisition vs. Language Learning.Ali vs. Frazier, VHS vs. Betamax, and Batman vs. Superman – the world has seen its fair share of epic battles. To this stellar lineup I would like to add Language Acquisition vs. Language Learning.
In the blue corner we have language acquisition – the process of learning a language implicitly (similar to how a child learns their first language). And in the red corner we have language learning – learning which takes places as a result of conscious intention, instruction, focused study (using textbooks etc.), and/or corrective feedback etc. Please watch the mini-lecture at the bottom of the page. |
Sometimes We Know How We Know And Sometimes We Don't.
On this page I am not going to bore you with an essay on how these two modes of learning should actually be paired together to enhance language development (a 3 second Google search will achieve that for me). Nor am I going to explain how discounting the merits and/or weaknesses of either mode detract from the teacher’s ability to develop the most effective lessons and study plans for their students. Instead, I am going to offer you a list of ten tips that teachers should keep in mind regarding language acquisition and language learning.
However, before doing that I would like to mention three main points:
1. Research shows that humans possess separate implicit (procedural) and explicit (declarative) memory systems.
2. The way children learn their native tongue and the way adults (and older children) learn a second language is vastly different. For example, the wiring of a child’s brain is very different to that of a more mature individual - with mature learners being more analytical (and depending on the task this can be either a strength or a weakness).
3. To expedite language learning there must be some level of ‘noticing’ (i.e., attending to the stimulus and paying attention to specific linguistic features of the input) and processing. This idea of ‘noticing’ (with the intention to process) is arguably how input becomes intake (as long as you actively engage with the input). And this is where the teacher has a huge role to play.
Josh’s Top Ten Teaching Tips Regarding Language Acquisition and Language Learning!
1. Language Acquisition (implicit) and Language Learning (explicit) are both highly beneficial for our students. However, simply having input on in the background is of little value - there must be some form of attention.
2. Encourage your students to ‘notice’ the language in their environment or in their study materials. ‘Noticing’ does not mean that the student must try and figure out the meaning or message then and there – it just means that the student should sometimes be active in their passive study (I think I have just created a paradox!), and attentive in their the active study.
3. Encourage your students to enjoy their out-of-class and non-structured learning – but try to guide them to choose materials that match their level. They should also be encouraged to engage in intentional and focused learning at regular intervals (very important if they are adults), especially because focused learning often yields visible learning outcomes - the type of outcomes known to boost motivation and the feeling of self-efficacy. Do you remember any of the strategies that Justin (Reading Lecture) or Tisha (Listening Lecture) used to learn? Justin did copious amounts of reading (for fun) but didn’t focus too heavily on looking up every word he didn’t know - but he was intentional in trying to understand, so he was active. Tisha did the same with listening and watching TV. If you have no idea who Justin and Tisha are please check out the lectures on Listening and Reading.
4. Encourage your students to find gaps in their knowledge ('noticing'). Once they know where their gaps are we can do more to address them with explicit instruction and active engagement. In terms of implicit learning, we can guide our students towards materials that may be of benefit to them (e.g., If a student has trouble with sequencing (e.g., first, next, then) you could recommend watching cooking shows – since chef’s always like to give directions in a specific order – as a way to facilitate acquisition.).
5. Encourage your students to speak and communicate ('output'). The very act of conversing provides an instant feedback loop for your students – this in turn acts as an opportunity for more input and enhanced output in the future. The act of writing also has many benefits in terms of finding gaps - so encourage your students to keep journals or write e-mails etc.
6. Explicit rule-based grammar instruction should be paired with example sentences and more inductive approaches to learning. Why? Because it capitalizes on both the declarative and procedural memory systems. Also, if the students are not ready, or not advanced enough, rule-based instruction can be confusing. If a rule is accompanied by several example sentences (or other forms of inductive instruction) then your students have the opportunity to draw their own conclusions about how the rule is formed and applied. It might also be a good idea to have the students develop their own examples of the target structure/rule and then offer any corrective feedback/feedforward in a way that utilizes both rule-based and example-based instruction techniques. (Think about incorporating inductive and deductive instruction into the same class)
7. Language acquisition requires the learner to receive a lot of comprehensible input. As a teacher you should make sure that you explain to your students the importance of choosing material that is not only enjoyable, but also suitable for your students’ current level. Also remember to remind them to focus and attend to the input - don't just be passive consumers.
8. Task-based and communication-based activities afford the teacher the opportunity to give explicit instruction and feedback while at the same time allowing implicit learning to take place as a result of a student’s active participation. Repeating tasks and learning activities are a great way to build confidence and language fluency.
9. Teachers need to encourage their students to form, or join, out-of-class learning communities. By this, I mean that our students should be engaging in acts of communication and autonomous socialization in the target language with other like-minded people. These groups should not be study groups per se, instead they should be similar to social clubs or interest groups that allow learners to use their new language in a secure and enjoyable setting (e.g. a hiking club, a cooking course).
10. Remind your students that they can do a lot to enhance their language skills without the teacher being present. Teach your students about how they can best facilitate their own development using implicit and explicit strategies. In short - Empower your students.
Note: The above list has strategies for both implicit and explicit learning. Please take the time to think about how each tip can be applied to help your students reach their learning goals.
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. S. (2016). Acquisition vs. Learning: Two Sides of the SLA Coin. JoshESL. https://www.joshesl.com/language-acquisition-vs-language-learning.html
On this page I am not going to bore you with an essay on how these two modes of learning should actually be paired together to enhance language development (a 3 second Google search will achieve that for me). Nor am I going to explain how discounting the merits and/or weaknesses of either mode detract from the teacher’s ability to develop the most effective lessons and study plans for their students. Instead, I am going to offer you a list of ten tips that teachers should keep in mind regarding language acquisition and language learning.
However, before doing that I would like to mention three main points:
1. Research shows that humans possess separate implicit (procedural) and explicit (declarative) memory systems.
2. The way children learn their native tongue and the way adults (and older children) learn a second language is vastly different. For example, the wiring of a child’s brain is very different to that of a more mature individual - with mature learners being more analytical (and depending on the task this can be either a strength or a weakness).
3. To expedite language learning there must be some level of ‘noticing’ (i.e., attending to the stimulus and paying attention to specific linguistic features of the input) and processing. This idea of ‘noticing’ (with the intention to process) is arguably how input becomes intake (as long as you actively engage with the input). And this is where the teacher has a huge role to play.
Josh’s Top Ten Teaching Tips Regarding Language Acquisition and Language Learning!
1. Language Acquisition (implicit) and Language Learning (explicit) are both highly beneficial for our students. However, simply having input on in the background is of little value - there must be some form of attention.
2. Encourage your students to ‘notice’ the language in their environment or in their study materials. ‘Noticing’ does not mean that the student must try and figure out the meaning or message then and there – it just means that the student should sometimes be active in their passive study (I think I have just created a paradox!), and attentive in their the active study.
3. Encourage your students to enjoy their out-of-class and non-structured learning – but try to guide them to choose materials that match their level. They should also be encouraged to engage in intentional and focused learning at regular intervals (very important if they are adults), especially because focused learning often yields visible learning outcomes - the type of outcomes known to boost motivation and the feeling of self-efficacy. Do you remember any of the strategies that Justin (Reading Lecture) or Tisha (Listening Lecture) used to learn? Justin did copious amounts of reading (for fun) but didn’t focus too heavily on looking up every word he didn’t know - but he was intentional in trying to understand, so he was active. Tisha did the same with listening and watching TV. If you have no idea who Justin and Tisha are please check out the lectures on Listening and Reading.
4. Encourage your students to find gaps in their knowledge ('noticing'). Once they know where their gaps are we can do more to address them with explicit instruction and active engagement. In terms of implicit learning, we can guide our students towards materials that may be of benefit to them (e.g., If a student has trouble with sequencing (e.g., first, next, then) you could recommend watching cooking shows – since chef’s always like to give directions in a specific order – as a way to facilitate acquisition.).
5. Encourage your students to speak and communicate ('output'). The very act of conversing provides an instant feedback loop for your students – this in turn acts as an opportunity for more input and enhanced output in the future. The act of writing also has many benefits in terms of finding gaps - so encourage your students to keep journals or write e-mails etc.
6. Explicit rule-based grammar instruction should be paired with example sentences and more inductive approaches to learning. Why? Because it capitalizes on both the declarative and procedural memory systems. Also, if the students are not ready, or not advanced enough, rule-based instruction can be confusing. If a rule is accompanied by several example sentences (or other forms of inductive instruction) then your students have the opportunity to draw their own conclusions about how the rule is formed and applied. It might also be a good idea to have the students develop their own examples of the target structure/rule and then offer any corrective feedback/feedforward in a way that utilizes both rule-based and example-based instruction techniques. (Think about incorporating inductive and deductive instruction into the same class)
7. Language acquisition requires the learner to receive a lot of comprehensible input. As a teacher you should make sure that you explain to your students the importance of choosing material that is not only enjoyable, but also suitable for your students’ current level. Also remember to remind them to focus and attend to the input - don't just be passive consumers.
8. Task-based and communication-based activities afford the teacher the opportunity to give explicit instruction and feedback while at the same time allowing implicit learning to take place as a result of a student’s active participation. Repeating tasks and learning activities are a great way to build confidence and language fluency.
9. Teachers need to encourage their students to form, or join, out-of-class learning communities. By this, I mean that our students should be engaging in acts of communication and autonomous socialization in the target language with other like-minded people. These groups should not be study groups per se, instead they should be similar to social clubs or interest groups that allow learners to use their new language in a secure and enjoyable setting (e.g. a hiking club, a cooking course).
10. Remind your students that they can do a lot to enhance their language skills without the teacher being present. Teach your students about how they can best facilitate their own development using implicit and explicit strategies. In short - Empower your students.
Note: The above list has strategies for both implicit and explicit learning. Please take the time to think about how each tip can be applied to help your students reach their learning goals.
Please use the following APA citation style to reference my writing and lectures
Wedlock, J. S. (2016). Acquisition vs. Learning: Two Sides of the SLA Coin. JoshESL. https://www.joshesl.com/language-acquisition-vs-language-learning.html
References
Binnie, C., & Wedlock, J. (2022). Self-Directed Learning: Exploring the Continuous Professional Development of Native English-Speaking Teachers in South Korea. The Journal of AsiaTEFL, 19(3), 871 895. doi.org/10.18823/asiatefl.2022.19.3.8.871
Krashen, S., & Bland, J. (2014). Compelling comprehensible input, academic language and school libraries. Children’s Literature in English Language Education, 2(2), 1-12.
Krashen, S., & Mason, B. (2020). The optimal input hypothesis: Not all comprehensible input is of equal value. CATESOL Newsletter, 5, 1-2.
Leow, R. P., & Mercer, J. D. (2015). Depth of processing in L2 learning: Theory, research, and pedagogy. Journal of Spanish Language Teaching, 2(1), 69-82.
Binnie, C., & Wedlock, J. (2022). Self-Directed Learning: Exploring the Continuous Professional Development of Native English-Speaking Teachers in South Korea. The Journal of AsiaTEFL, 19(3), 871 895. doi.org/10.18823/asiatefl.2022.19.3.8.871
Krashen, S., & Bland, J. (2014). Compelling comprehensible input, academic language and school libraries. Children’s Literature in English Language Education, 2(2), 1-12.
Krashen, S., & Mason, B. (2020). The optimal input hypothesis: Not all comprehensible input is of equal value. CATESOL Newsletter, 5, 1-2.
Leow, R. P., & Mercer, J. D. (2015). Depth of processing in L2 learning: Theory, research, and pedagogy. Journal of Spanish Language Teaching, 2(1), 69-82.