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chapter1.CommunicatingintheSecondLanguage
andavailableforautomaticprocessing.Despitethefactthatonemaystillnot
knowthegrammaticalrulesofagivenlanguage,stillonewillhaveaHfeeling”
ofwhatsoundsorlookscorrect.HOtherwaysofdescribingacquisitioninclude
implicitlearning,informallearning,andnaturallearning.Innon-technical
language,acquisitionisApicking-up’alanguage”(Krashen,1982,p.10).This
processshouldbecontrastedwithlearning,whichaccordingtoKrashenwillbe
usedHtorefertoconsciousknowledgeofasecondlanguage,knowingtherules,
beingawareofthem,andbeingabletotalkaboutthem.Innon-technicalterms,
learningisAknowingabout’alanguage,knowntomostpeopleasAgrammar’,
orArules’.Somesynonymsincludeformalknowledgeofalanguage,orexplicit
learning.”Itissignificanttonotethattheacquisition-learningdistinction
shedslightontheprocessoflanguagedevelopment,specificallyitpositsthat
itisequallypossibleforadultlearnerstopickupasecondlanguageandthat
theycanHaccessthesamenaturalAlanguageacquisitiondevice’thatchildren
use”(Krashen,1982,p.10).Thishypothesisisequallyusefulinprovidingsome
evidenceonthenatureofsecondlanguagecommunicationandthepresenceof
errors.Evidencefromchildlanguageacquisitionconfirmsthaterrorcorrection
doesnotinfluenceacquisitiontoanygreatextent(Brown,1973,inKrashen,
1982,p.11);however,itseemsveryusefulintheclassroomsituationofpractice
whenthefeedbackreceivedfromtheteachermayhelpthestudentstofollow
thecorrectrulesandusesomeself-monitoringstrategiesinthefurtherpro-
ductionoftheiroutput.
Moreover,thehypothesiscanalsoaccountforthediferencesintermsof
languageusedbyanytwospeakers.Itislikelythatapersonspendingacon-
siderableamountoftimeabroadinthetargetlanguageculture(hereafter:
TLC
)
willusenative-like
10
language,whereasonewholearntitonlyduringtraditional
courseswillprobablycommunicatewithamoreHbookish”form.11AsKrashen
putsit(1982,p.59),Htherangeofdiscoursethatthestudentcanbeexposedtoin
10Thetermnative-likeisunderstoodinthisworkinitsverytraditionalmeaning,thatis,
specificallydesignatingproficiencyinaforeignlanguagecomparabletothatofanative
speaker.Itshouldberemembered,however,thatnativespeakersdiferintermsoftheir
linguisticmasteryandlevelofeducation,whichcanimpactthelevelofrepresentedfluency
andaccuracyoftheirspeechaswellasknowledgeandattitudetheyhavetowardslinguistic
andculturalnorms.ThusHnative-like”willbeunderstoodhereasthemostcommonlyused
languagevariantamongEnglishL1users.
11
Thisideashallbefurtheredanalysedintheempiricalpartofthisbook.
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