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Learning x acquisition

The expression "language learning" includes two clearly distinct, though rarely understood, concepts. One involves receiving information about the language, transforming it into knowledge through intellectual effort and storing it through memorization. The other involves developing the skill of interacting with foreigners to understand them and speak their language. The first concept is called "language learning," while the other is referred to as "language acquisition." These are separate ideas and we will show that neither is the consequence of the other.

The distinction between acquisition and learning is one of the hypotheses (the most important) established by the American Stephen Krashen in his highly regarded theory of foreign language acquisition known as the Natural Approach.

LANGUAGE ACQUISITION

Language acquisition refers to the process of natural assimilation, involving intuition and subconscious learning, which is the product of real interactions between people where the learner is an active participant. It is similar to the way children learn their native tongue, a process that produces functional skill in the spoken language without theoretical knowledge. It develops familiarity with the phonetic characteristics of the language as well as its structure and vocabulary, and is responsible for oral understanding, the capability for creative communication and for the identification of cultural values. Teaching and learning are viewed as activities that happen in a personal psychological plane. The acquisition approach praises the communicative act and develops self-confidence in the learner.

A classic example of language acquisition involves adolescents and young adults who live abroad for a year in an exchange program, attaining near native fluency, while knowing little about the language in the majority of cases. They have a good pronunciation without a notion of phonology, don't know what the perfect tense is, modal or phrasal verbs are, but they intuitively recognize and know how to use all the structures.

LANGUAGE LEARNING

The concept of language learning is linked to the traditional approach to the study of languages and today is still generally practiced in high schools worldwide. Attention is focused on the language in its written form and the objective is for the student to understand the structure and rules of the language through the application of intellect and logical deductive reasoning. The form is of greater importance than communication. Teaching and learning are technical and governed by a formal instructional plan with a predetermined syllabus. One studies the theory in the absence of the practical. One values the correct and represses the incorrect. There is little room for spontaneity. The teacher is an authority figure and the participation of the student is predominantly passive. The student will be taught how to form interrogative and negative sentences, will memorize irregular verbs, study modal verbs, etc. The student later learns to construct sentences in the perfect tense, but hardly ever masters the use of it. It's a progressive and cumulative process, normally tied to a preset syllabus that includes memorization of vocabulary. It seeks to transmit to the student knowledge about the language, its functioning and grammatical structure with its irregularities, its contrasts with the student's native language, knowledge that hopefully will produce the practical skills of understanding and speaking the language. This effort of accumulating knowledge becomes frustrating because of the lack of familiarity with the language.

Innumerable graduates with arts degrees in English are classic examples of language learning. They often are trained and theoretically able to teach a language that they can communicate in only with extreme difficulty.

fonte: http://www.sk.com.br/sk-laxll.html