Input And Output in Second Language Acquisition
Speaking a second language is becoming more important every day. There is almost no school in the world that does not provide for its students a second language program. However, it is also a challenging process for both the teachers and students because, with no doubt, a second language does not come as natural and as easy as learning a first or a native language that can also be referred to as the mother’s tongue. Acquiring a second language means the students' ability to learn a language besides their native language. Acquirers do not acquire the language in the same way; input and output have a big role to play in the second language acquisition process.
Although many people may think that learning and acquiring a second language means the same, it does not. As Krashen (2007) describes, there is a difference between learning and acquisition, and they do not refer to the same process. Krashen says that acquiring a language is a product of subconscious processing. It is similar to how children acquire their first language, which is mainly by listening to others speak the language. He also says that it requires almost real, or life-like, scenarios through which the teachers are mentors who look for communication and not accuracy. This means that acquisition of a second language should be a natural process, where the focus is not on structure like it normally is in classrooms. Students acquire a language by being able to understand it in its natural context.
On the other hand, learning is a process that occurs in the classroom and through formal instruction. It is conscious learning. Furthermore, it requires a learner to be aware of structure and form, such as grammatical rules. Krashen says that learning a second language is defined by two rules: The first of which is correction of the errors where a teacher corrects the students mistakes. The second is rule isolation, which means learning the rules...