As English teachers, understanding the theories of second language acquisition can help us to create effective language learning experiences for our students. In this blog post, we will explore five key theories of second language acquisition that every English teacher should be familiar with.

1. The Input Hypothesis: Developed by Stephen Krashen, the Input Hypothesis states that second language acquisition occurs when students are exposed to "comprehensible input" that is slightly above their current level of language proficiency. This theory emphasises the importance of providing students with high-quality input in the target language, such as through listening and reading authentic materials, in order to promote language acquisition.

2. The Interaction Hypothesis: Developed by Susan Gass and Larry Selinker, the Interaction Hypothesis states that second language acquisition occurs through interaction with native speakers of the target language. This theory emphasises the importance of providing students with opportunities to communicate in the target language and interact with native speakers in order to promote language acquisition.

3. The Affective Filter Hypothesis: Also developed by Stephen Krashen, the Affective Filter Hypothesis states that second language acquisition is affected by the student's emotional state or "affective filter". This theory suggests that when a student's affective filter is "up" (e.g. due to anxiety or low motivation), they are less likely to acquire the language. Therefore, it's crucial for teachers to create a positive, low-anxiety classroom environment to help students acquire the language better.

4. The Error Correction Hypothesis: Developed by Rod Ellis, the Error Correction Hypothesis states that second language acquisition occurs through the process of error correction. This theory suggests that students learn from their errors and that feedback on errors is important for language acquisition.

5. The Multiple Intelligences Theory: Developed by Howard Gardner, the Multiple Intelligences Theory states that individuals have different types of intelligence and that different strategies should be used to teach to different intelligences. This theory suggests that teachers should be aware of students’ different learning styles, for example, visual, auditory, or kinesthetic, and adapt their teaching strategies accordingly to maximise student's learning potential.

In conclusion, these five theories of second language acquisition provide valuable insights into how language is acquired and can help English teachers to create effective language learning experiences for their students. By understanding the Input Hypothesis, the Interaction Hypothesis, the Affective Filter Hypothesis, the Error Correction Hypothesis, and the Multiple Intelligences Theory, teachers can better tailor their teaching strategies to meet the needs of their students and promote successful second language acquisition.

Sources:

• "The Input Hypothesis: Issues and Implications" by Stephen Krashen. Longman Press.

• "Frames of Mind: The Theory of Multiple Intelligences" by Howard Gardner. Basic Books.