Model Areas Model Author Aim Main Characteristics Main idea

The acculturation Schumann Explain language Implies social and psychological distance between the The process of adapting to a
model 1978 acquisition by L2 learner and the target language culture. new culture.
immigrants in second
language environments.  Social variables govern if the learning situation is
Sociolinguistics
good or bad
 Psychological variables:
Gives importance to  Language shock
the role of the  Culture shock
environment and  Motivation
attitudes of the  Ego boundaries
learner to the target SLA has the same process as the formation of pidgin
language languages (pidginization).
The nativisation Andersen Account for the fact SLA is the result of two general factors
model 1979 that second language  Nativisation:
learners do not reach  Learners simplify the learning task by testing
native-like competence hypotheses based on their knowledge of the
in the L2 in the same world and the L1
way as L1 learners  Denativisation (accommodation):
 Learners adjust their internalized system to
remodel their interlanguage system in
accordance with the internal norm.
Accomodation Giles and Byrne Study of successful The way in which the “ingroup” defines itself in relation
theory 1982 language acquisition in to the “outgroup” is what is important for SLA
multilingual
environments Intergroup relationships are dynamic and fluctuate
according to how one group identifies in relation to the
other.
 Motivation is the primary determinant of L2 proficiency
and it is a reflex of how individual learners define
themselves in ethnic terms.
Discourse theory Hatch Refer to the process in Based in 3 main principles: Language development should
1978 which language can be 1. SLA follows a natural route in syntactic be considered in terms of how
learned by development. the learners discovers the
communicating with the 2. Native speakers adjust their speech in order to meaning potential of language
target language negotiate meaning with non-native speakers. by participating in
Linguistic models speakers. 3. The conversational strategies used to negotiate communication.
meaning and the resulting input influence the
Focus specially on the rate and route of SLA.
language being The variable Ellis 1984 Study the ways in which The process of language is understood in terms of the
learned competence Tarone 1983 the language distinction between the linguistic knowledge of rules and
model Widdowson 1979 performance of learners the ability to make use of this knowledge or procedures.
Bialystok 1978 vary according on the
conditions in operation The product of language may vary from entirely
at the time of unplanned (spontaneous) to entirely planned.
production.
The universal Chomsky identify linguistic SLA is explained in two ways: All languages have certain
hypothesis 1976, 1986 universals by studying  The linguistic properties of the target language basic structures in common,
deeply a single language may vary according to the degree of effort these are called universals
needed to acquire them and their complexity is
determined by their condition as universal, that
is, common to all languages, or as language-
specific.
 Linguistic universals can be used to predict which
differences lead to difficulty and which ones do
not.
Universal constitute constrains on the kind of grammar
that a child can develop. It is impossible for a child
acquiring the L1 to produce utterances that contravene
Universal Grammar.
 Output thesis Swain Explain how learners When the learner notices the gap in his knowledge of the The Comprehensible Output
need comprehensible L2 the learner might be able to modify his output so that Thesis, states that Learning
output, which means he learns something new about the language. takes place when
that they need to use encountering a “gap” in the
the language in order to Output has three functions: linguistic knowledge of the L2
learn it. 1. The noticing function: When learners notice what
they do not know of the L2
2. The hypothesis-testing function: By uttering
something the learner testes a hypothesis and
receives feedback from an interlocutor.
3. The metalinguistic function: Reflection on the
language learned enables controlling and
internalizing linguistic knowledge.
Monitor model Krashen Attend to the learner’s Consisted of 5 main hypothesis: Learners master the structures
1981, 1982, 1985 needs, skills and level. 1. The acquisition/ learning hypothesis: Acquisition by stages.
is subconscious while learning is a conscious
Cognitive models process.
2. The natural order hypothesis: Structures are
acquired in a predictable order
Learners construct 3. The monitor hypothesis: Learners use an internal
internal monitor to edit their language performance once
representations of the they have learned something.
language being 4. The input hypothesis: Learners need
learned comprehensible input to acquire the language. It
needs to be slightly beyond the learner’s level
5. The affective filter hypothesis: Learners need
motivation and self-confidence to have low filters
and obtain a great amount of input.
Information Mc Laughlin Reconciliation of Routinisation helps learners to lessen the burden on their Learners are only able to
processing model 1978, 1990 implicit and explicit information processing capacity process part of the input they
learning receive
 Restructuring allows learners to expand their information
processing capacity and to introduce important changes
into their interlanguage.
Multidimensional Clahsen, Meisel, Understand the The main principles of this theory are: stated that the learner's stage
model and and pienenmann different stages through  Learners go through several developmental of acquisition of the target
processing 1983 which learners go to stages in their learning process language is determined by two
operations acquire the language.  Learners show individual variation in their dimensions: the learner’s
learning development and their use of rules developmental stage and the
 Developmental stages represent the systematic learner’s social-psychological
way in which learners overcome processing orientation
difficulties.
 Individual learning variation is the product of the
learner’s approach to the learning task.
 Formal instruction will be effective if the learners
are really prepared for it.
There are three language processing strategies in the
learner’s production.
 Canonical Order Structure
 Initialization/finalization structure
 Subordinate Clause Strategy
Neurofunctional Lamendella Develop a The right hemisphere of the brain may be responsible for There is a close connection
theory 1979 comprehensible theory the storing and processing of formulaic speech, and may between language function
based on be connected with pattern practice. and the anatomy of the brain
neurofunctional factors
by making a distinction The left hemisphere may be connected to the creative
between primary use of language and the motor operations involved in the
language acquisition production of speech and writing.
and secondary language
acquisition. Different neurofunctional systems have a different
overall role in information processing
 Foreign language acquisition uses the cognitive hierarchy,
which controls a variety of cognitive information
processing activities that are part of language use.

Parallel Rumelhart, Understand how a The units stored in the brain activate other units in Knowledge is activated by the
distributed McClelland and the language is learned parallel and simultaneously on different levels rather connections existing between
processing PDR Reasearch through the use of than serially different units that are stored
Group several computer in our brain.
models that simulate The role of input was essential since it is the element that
1986 language learning puts the different units into operation and facilitates the
connections between them.

Learning is regarded as a gradual process involving a

series of stages.

The role of rules is secondary since their computer model

didn’t work according to them.