Five Stages of Second Language Acquisition SLA

Summary

The 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

00:00

📚 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.

05:02

🌟 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.

Keywords

💡Second Language Acquisition

Second Language Acquisition refers to the process by which people learn a language other than their native language. In the video, this concept is central as it discusses the stages through which learners progress in their journey to become proficient in a second language. The script mentions that proponents of second language acquisition theories identify distinct stages, emphasizing the gradual development of language skills.

💡Stiff Impressions

Stiff Impressions is likely a reference to Stephen Krashen, a linguist known for his theories on second language acquisition. The script suggests that his work underpins the discussion of the stages of language learning, highlighting his influence on the field.

💡Pre-production Stage

The Pre-production Stage, also known as the silent or receptive period, is the initial phase of second language acquisition where learners are exposed to the new language but do not yet speak it fluently. The script explains that during this stage, learners focus on learning vocabulary and practicing pronunciation, which is crucial for building a foundation for later stages.

💡Silent Period

The Silent Period is a term used to describe the time when learners of a second language are absorbing and understanding the language without producing much output. As mentioned in the script, this period allows learners to comprehend more complex messages than they can produce, which is a natural part of the language acquisition process.

💡Early Production

Early Production is the second stage of second language acquisition where learners begin to respond with one or two-word answers or short utterances. The script illustrates that this stage is characterized by a need for learners to express themselves and the importance of a low-anxiety environment to encourage language production.

💡Speech Emergence

Speech Emergence is the third stage described in the script, where learners have developed a vocabulary of about 3,000 words and can communicate using simple phrases and sentences. This stage marks a significant leap in language production, as learners start to ask questions and engage in short conversations, indicating a growing confidence and ability in the language.

💡Intermediate Fluency

Intermediate Fluency is a stage where learners have a vocabulary of around 6,000 active words and begin to use more complex sentences. The script highlights that at this stage, learners are willing to express opinions and share thoughts, showing a deeper level of language proficiency and engagement with the language.

💡Advanced Fluency

Advanced Fluency is the final stage discussed in the script, where students have achieved cognitive academic language proficiency in a second language. This stage signifies that learners are nearly native in their ability to perform in content area learning, having moved beyond basic language support programs.

💡Cognitive Academic Language Proficiency

Cognitive Academic Language Proficiency (CALP) refers to the ability to use language for complex, academic purposes. The script mentions that it takes students from four to ten years to achieve this level of proficiency, indicating the long-term commitment and development required for high-level language skills.

💡Language Support Programs

Language Support Programs are educational initiatives designed to assist learners in acquiring a second language. The script refers to these programs as part of the journey towards advanced fluency, suggesting that they provide essential scaffolding for learners as they progress through the stages of language acquisition.

💡Error Correction

Error Correction is a teaching strategy where mistakes in language use are pointed out and corrected. The script advises that direct error correction is inappropriate during the early stages of language acquisition, emphasizing the importance of allowing learners to experiment and take risks without fear of correction, which can be demotivating.

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