Psycholinguistics

On this particular task I will try to explain several reasons that students may have when they are acquiring their new language which in this case is English. The reasons for making mistakes or errors may vary depending on different circumstances. It could be mentioned various causes such as overgeneralization of a particular rule, word order of the structure of a sentence like adjectives,misunderstood the grammar focusing on the usage of a verb tense, etc… and the factors mentioned by Krashen, Ellis, and Batstone which they are going to be explained before describing the activities concerning about the correct usage of the grammatical structure.

I am going to start by mentioning the five Hypotheses of Krashen, which are:
THE ACQUISITION-LEARNING HYPOTHESIS. - It is the vialanguage acquisition that is, by using language for real communication. Language acquisition is the natural way to develop linguistic ability, and is a subconscious process. The language learning is “knowing about” language, or “formal knowledge” of a language. While acquisition is subconscious, learning is conscious. Learning refers to “explicit” knowledge of rules, being aware of them and being ableto talk about them. This kind of knowledge is quite different from language acquisition, which could be termed “implicit.”
THE NATURAL ORDER HYPOTHESIS.-It does not state that every acquirer will acquire grammatical structures in the exact same order. It states rather that, in general, certain structures tend to be acquired early and to be acquired late. It also allows the possibility thatstructures may be acquired in groups, several at about the same time.
THE MONITOR HYPOTHESIS.-It says that when we produce utterances in a second language, the utterances is “initiated” by the acquired system and our conscious learning only come into play later. We can thus use Monitor to make changes in our utterances only after the utterance has been generated by the acquired system. This mayhappen before we actually speak or write or it may happen after. When it happens after the utterance has been produced (uttered or written), it is called self- repair.
THE INPUT HYPOTHESIS.-It states simply that we acquire (not learn) language by understanding input that is a little beyond our current level of (acquired) competence.
o ASPECTS OF SECOND LANGUAGE ACQUISITION RELATED TO THE INPUTHYPHOSIS.-First it helps to account for what may be called the silent period in informal second language acquisition. The silent period may be the time during which acquirers build up competence by active listening, via input. In accordance with the input hypothesis speaking ability emerges after enough competence has been developed by listening and understanding.
THE AFFECTIVE FILTERHYPOTHEIS.-This hypothesis states that attitudinal variables relating to success in second language acquisition generally relate directly to language acquisition but not necessarily to language learning.

THE STRUCTURAL SYLLABUS AND SECOND LANGUAGE ACQUISITION by ROD ELLIS
It has been hypothesized that the learner internalizes two types of knowledge “implicit and explicit knowledge”. Explicit knowledgerefers to knowledge that is analyzed (the sense that it can be described and classified), abstract (in the sense that it takes the form of some underlying generalization of actual linguistic behaviour), and explanatory (in the sense that it can provide a reasonably objective account of how grammar is used in actual communication).

Two kinds of implicit knowledge can be identified; formulaicknowledge and rule-based knowledge. The formulaic knowledge consists of ready made chunks of language-whole utterances such as” I don’t know” or utterances frames with one or more empty slots, such as Can I have a ________ ?. Rule based knowledge consists of generalized and abstract structures which have been internalized. In both cases, the knowledge is intuitive.

THREE APPROACHES TO GRAMMAR...