Integrated+View+of+SLA

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Language acquistion is a complex process with far too many factors to count. Yet they all fit together and lanugages are acquired. Language acquisition theories and approaches are just as abundant. All have parts that could be used at different stage of language acquisition. On this page you will find an integrated view of second language acquisition.

​ ** An Integrated View of Second Language Acquisition ** Typological Approach, The Discourse Hypothesis **
 * ** Stage 1: **
 * Apperceived Input ** || ** Approaches: The Natural Approach, **
 * The Functional Approach, Innate Approach, TPR, TPRS,

exposed frequently to the input. The learner is not asked to produce. There is a noticing of information, and it is related to prior knowledge. The affective filter plays a role. There is no formal grammar instruction. ** || ** Materials and Resources Needed: ** || The Discourse Hypothesis **
 * Explanation: **
 * Learning L2 is much like learning L1. The learner is exposed to new information, input. The input must be understood. The learner is
 * **pictures**
 * **realia**
 * ** illustrations **
 * ** picture books **
 * ** videos **
 * ** video clips **
 * ** manipulatives **
 * ** games **
 * ** songs **
 * ** stories for TPRS **
 * ** puppets **
 * ** books on tapes **
 * **art supplies**
 * ** Stage 2:Comprehended Input ** || ** Approaches: The Natural Approach, **
 * The Functional Approach, Innate Approach, TPR, TPRS, Typological Approach,

further analysis of input. Prior linguistic knowledge is now being used to analyze the input. Universal grammar plays a part. There is no grammar formation. ** || ** Materials and Resources Needed: **
 * Explanation: The learner is still being exposed to new information. There is

The Functional Approach **
 * ** pictures **
 * **realia**
 * ** illustrations **
 * ** picture books **
 * ** videos **
 * ** video clips **
 * ** manipulatives **
 * ** games **
 * ** songs **
 * ** stories for TPRS **
 * ** puppets **
 * ** books on tapes **
 * ** art supplies **
 * **kwl charts** ||
 * ** Stage 3: Comprehended Integration ** || ** Approaches: Typological Approach, The Natural Approach, TPRS,

own language compared to native speaker language all play a part in this stage. There is some output. Changes in output can be seen. There is still semantic-only analysis. ** || ** Materials and Resources Needed: ** Functional Approach **
 * Explanation: L1, L2, language universals, attention to and noticing mismatch of
 * ** manipulatives **
 * ** books **
 * ** cooperative learning activities in content areas **
 * ** authentic discourse activities **
 * ** games **
 * ** realia **
 * ** kwl charts **
 * ** videos **
 * **video clips** ||
 * ** Stage 4:Output ** || ** Approaches: Task-Based Learning Approach, Interactionist Approach,

provides feedback. The learner will experiment and test L2 as well as gain knowledge of syntax. Fluency will improve and there will be more “automaticity of processing” (Finney, 1997). This increases grammatical development. ** || **Materials and Resources Needed: ** Tips for Teachers ** || ** Approaches for Beginners / Limited English Proficiency **
 * Explanation: Language is now being produced by the learner which also
 * **manipulatives**
 * **books**
 * **cooperative learning activities in content areas**
 * **authentic discourse activities**
 * **games**
 * **realia**
 * **kwl charts**
 * **task-based grammar books**
 * ** sequencing activities **
 * ** discussions **
 * ** analyzing activities **
 * ** video **
 * ** video clips **
 * ** flip cams **
 * ** computers ** ||
 * ** Suggestions and
 * The Natural Approach, TRR, TPRS, The Functional Approach **


 * Approaches for Moderate English Proficiency **
 * The Natural Approach, TRR, TPRS, The Functional Approach, Interactionist **


 * Approaches for Younger ESL Student **
 * The Natural Approach, TRR, TPRS, The Functional Approach **

Task-Based Learning **
 * Approaches for Middle School **
 * The Natural Approach, TRR, TPRS, The Functional Approach, Interactionist,

Task-Basked Learning, Lexical ** || ** Materials and Resources Needed: ** **
 * Approaches for High School **
 * The Natural Approach, TRR, TPRS, The Functional Approach, Interactionist,
 * For Beginners and Younger **
 * pictures
 * realia
 * illustrations
 * picture books
 * videos
 * video clips
 * manipulatives
 * games
 * songs
 * stories for TPRS
 * puppets
 * books on tapes
 * art supplies
 * art supplies
 * For Moderate, Middle, and High School **
 * ** manipulatives **
 * ** books **
 * ** cooperative learning activities in content areas **
 * ** authentic discourse activities **
 * ** games **
 * ** realia **
 * ** kwl charts **
 * ** task-based grammar books **
 * ** sequencing activities **
 * ** discussions **
 * ** analyzing activities **
 * ** video **
 * ** video clips **
 * ** flip cams **
 * ** computers ** ||

Resourses An integrated view of sla. (n.d.). Retrieved from []. Finney, M. A. (1997, November). [Review of the book //Input, Interaction, and the Second Language// Learner by S.M. Gass]. //TESL-EJ//, 3, 1. Retrieved from [] Gass, S. M. & Selinker, L. (2008). //Second language acquisition: An introductory course.// New York, NY: Routledge.

Rodgers, T. S. (2001, September). Language teaching methodology. //Center for Applied Linguistics: Digest.// Retrieved from []