Five Stages of Second Language Acquisition SLA
Summary
TLDRThe transcript outlines the five stages of second language acquisition as proposed by linguist Stephen Krashen. These include the pre-production or silent period, early production, speech emergence, intermediate fluency, and advanced fluency. Each stage is characterized by specific learner behaviors and requires tailored teacher responses, such as providing a low-anxiety environment for early speakers and focusing on learning strategies for intermediate learners. The time spent in each stage varies, emphasizing the importance of individualized language learning.
Takeaways
- 📚 The five stages of second language acquisition are identified by linguist Stephen Krashen.
- 🔍 The first stage, pre-production, is a silent or receptive period that can last from hours to months.
- 🌟 In the pre-production stage, learners focus on vocabulary acquisition and pronunciation practice.
- 💬 Stage two involves early production, where students begin to respond with short utterances and one or two-word answers.
- 🗣️ Speech emergence, the third stage, sees students with a vocabulary of about 3,000 words, capable of simple phrases and sentences.
- 📈 Intermediate fluency is stage four, where students have a vocabulary of around 6,000 words and use more complex sentences.
- 🎓 Advanced fluency is the final stage, taking 4-10 years to achieve, with students nearing native-like abilities in content area learning.
- 🚫 Direct error correction is inappropriate during the early stages, as students are experimenting with the language.
- 👨🏫 Teachers should model correct responses and provide a low-anxiety environment for language production.
- 📊 The length of time spent in each stage varies greatly among individual learners.
- 🔁 Teachers should focus on learning strategies and support students in understanding complex concepts and content areas.
Q & A
What are the five distinct stages of second language acquisition as proposed by linguist Stephen Krashen?
-The five stages of second language acquisition according to Krashen are: 1) Pre-production or Silent/Receptive Period, 2) Early Production, 3) Speech Emergence, 4) Intermediate Fluency, and 5) Advanced Fluency.
How long does the Pre-production stage typically last for second language learners?
-The Pre-production stage may last from several hours to several months, depending on the individual learner.
What are the characteristics of student behavior during the Pre-production stage?
-During the Pre-production stage, students typically learn vocabulary, practice pronouncing new words, and may engage in self-talk without speaking the language fluently or with real understanding.
What is the main focus for teachers during the Pre-production stage?
-Teachers should model and demonstrate correct responses in context, and avoid direct error correction as students are experimenting and taking risks with the new language.
What is the significance of the Early Production stage in second language acquisition?
-In the Early Production stage, students begin to respond with one or two-word answers or short utterances, indicating their need to express themselves and the start of their language production.
How many words do students typically have in their vocabulary during the Speech Emergence stage?
-Students in the Speech Emergence stage have developed a vocabulary of about 3,000 words.
What can students do at the Intermediate Fluency stage in terms of language use?
-At the Intermediate Fluency stage, students have a vocabulary of around 6,000 active words, use more complex sentences, express opinions, and share thoughts. They also ask questions to clarify learning and use strategies from their native language to learn content in English.
How long does it take for students to achieve Advanced Fluency in a second language?
-It takes students from four to ten years to achieve cognitive academic language proficiency in a second language, which is the Advanced Fluency stage.
What is the role of classroom teachers for students at the Advanced Fluency stage?
-At the Advanced Fluency stage, while students may no longer need English as a Second Language support, they will need to continue receiving support from classroom teachers, especially in content areas such as history or social studies and in writing.
How does the length of time spent at each stage of second language acquisition vary among students?
-The length of time each student spends at a particular stage of second language acquisition may vary greatly, as each learner's pace and experience with language acquisition is unique.
Why is it important for teachers to understand the stages of second language acquisition?
-Understanding the stages of second language acquisition helps teachers tailor their teaching methods to the students' current language proficiency level, providing appropriate support and challenges to facilitate effective language learning.
Outlines
📚 Stages of Second Language Acquisition
The first paragraph outlines the initial stages of second language acquisition as proposed by linguist Stephen Krashen. It identifies the pre-production or silent period, during which learners absorb vocabulary and practice pronunciation without fluent language use. Learners at this stage comprehend more than they can produce and respond to simple commands. The importance of a low-anxiety environment for language production and the inappropriateness of direct error correction at this stage are highlighted. Teachers are advised to model correct language use and support students as they experiment with the new language.
🌟 Progression to Advanced Fluency
The second paragraph discusses the progression of second language learners through various stages, culminating in advanced fluency. It details the intermediate fluency stage, where learners have a substantial vocabulary and begin to use complex sentences, express opinions, and clarify learning through questions. The paragraph emphasizes the importance of learning strategies and the expectation that students will make inferences from their learning. It also notes that students may translate assignments from their native language to English. The advanced fluency stage requires 4 to 10 years to achieve and involves native-like performance in content areas. Support from teachers, especially in content areas and writing, remains crucial. The paragraph concludes by acknowledging the variability in the time students spend at each stage.
Mindmap
Keywords
💡Second Language Acquisition
💡Stiff Impressions
💡Pre-production Stage
💡Silent Period
💡Early Production
💡Speech Emergence
💡Intermediate Fluency
💡Advanced Fluency
💡Cognitive Academic Language Proficiency
💡Language Support Programs
💡Error Correction
Highlights
Second language acquisition theories identify five distinct stages of learning.
The first stage is pre-production, also known as the silent or receptive period.
The pre-production stage can last from several hours to several months.
Learners in the pre-production stage focus on vocabulary and pronunciation.
During this stage, learners may not speak the language fluently.
Learners at the pre-production phase are in the receptive level, understanding more than they can produce.
Student behaviors at this level include following simple commands and responding with basic phrases.
The second stage is early production, where students begin to respond with short utterances.
Students need a low anxiety environment to start speaking.
Teachers should model correct responses without direct error correction at this stage.
The third stage is speech emergence, where students use simple phrases and sentences.
Learners at this stage have a vocabulary of about 3,000 words.
Students initiate short conversations and ask simple questions.
The fourth stage is intermediate fluency, with a vocabulary of around 6,000 active words.
Learners use more complex sentences and are willing to express opinions.
Students at this stage use strategies from their native language to learn English content.
The fifth and final stage is advanced fluency, taking 4 to 10 years to achieve.
At advanced fluency, students perform in content areas with near-native ability.
The length of time spent at each stage varies greatly among students.
Transcripts
proponents of second language
acquisition theories identify five
distinct stages of second language
acquisition as originally is posed by
linguist stiff impression these include
the following as number one
pre-production or also called silent or
receptive period this stage may last
from several hours to several months
depending on the individual learner
during this time new language learners
typically spend time learning vocabulary
and practice pronouncing new words while
they may engage in self-talk they don't
normally speak the language with any
fluency or real understanding
here you can take a look at the sample
student behavior in the sample teacher
behavior take some minutes in order to
read the information
the pre-production phase applies to
those who are totally new to English the
students of this level are taking in the
new language and are trying to make
sense out of it to meet their basic
needs language skills are being
developed at the receptive level a so
called silent period as you previously
saw acquires of a second language are
able to comprehend more complex messages
than they produce expect the student
behaviors at this level include
following simple commands pointing and
responding with movement in simple you
Torrance's such as yes
no thank you or names Airy production
this is stage number two after students
have a reasonable opportunity to receive
meaningful and understandable messages
in English they will begin to respond
with one or two word answers or short
uterine sees in order for students to
begin to speak they must have a need to
express themselves and be given a chance
to produce language in a low anxiety
environment teachers should keep in mind
that students are experimenting in
taking risks with the new language
efforts in grammar and pronunciation are
to be expected direct error correction
for students at this phase is
inappropriate this is part of the things
we as future teachers have to take into
account teachers need to model and
demonstrate the correct responses in
context now take a look at the chart
that corresponds to the sample of
students and teachers behavior let's
talk about stage number three the speech
imagined students have developed a
calorie of about 3,000 words and can
communicate with simple phrases and
sentences at this stage
they will ask simple questions that may
or may not be grammatically correct such
as may I go to bathroom English language
learners will also initiate short
conversations with classmates they will
understand these stories breathing class
with the purpose of a pictures they will
also be able to do some content work
with teacher support
take a look at the chart and take some
minutes in order for you to identify the
expected behaviors of each of the
participants in the classroom
let's move to a Spanish number for
intermediate fluency english-language
learners are the intermediate fluency
stage have a vocabulary of around 6,000
active words they are beginning to use
more complex sentences when speaking and
writing and are willing to express
opinions and share their thoughts they
will ask questions to clarify what they
are learning in class at this stage
students will use strategies from their
native language to learn content in
English student writing at this stage
will help many errors as English
language learners try to master the
complexity of English grammar and
sentence structure many students may be
translating written assignments from
native language they should be expected
to sympathize what they have learned and
to make inferences from that learning
this is the time for teachers to focus
on learning strategies students in this
stage will also be able to understand
more complex concepts
take some minutes in order to identify
the sample behaviors for teachers and
students
you
let's move to a stage number five which
is the last one advanced fluency it
takes the students from four to ten
years to achieve cognitive academic
language proficiency in a second
language students at this stage will be
mere native in their ability to perform
in content area learning most English
language learners at this stage have
been excited from English second
language and other support programs at
the beginning of this stage however they
will need to continue receiving support
from classroom teachers especially in
content areas such as history or social
studies and also in writing
take a look at the chart
you
you
let's continue with an important
consideration the length of time each
student spends at a particular stage may
vary greatly thank you very much for all
your attention
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