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n Journal of Emerging Trends in Educational Research and Policy Studies - The acquisition-learning distinction : a critique of Krashen's Monitor Model

Volume 6, Issue 2
  • ISSN : 2141-6990
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Abstract

A lot of research has brought to light observations that children acquire their first language easily, yet they meet with great difficulty in learning the second language. This has stimulated the debate on whether second language learning can result in language acquisition. Children fail to learn what they are taught, but paradoxically, are often successful with items that they are not explicitly taught. Language is an indispensable vehicle for all human knowledge as well as a product of all human society; therefore it is important to understand the distinction between acquiring and learning it. The scope of this paper therefore critiques Krashen's Monitor Model and attempts to find out whether formal learning can ever result in language acquisition. The study is important as it brings to light the link between acquisition and learning, as in some instances people are unable to use their second language even after learning it in the classroom.

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/content/sl_jeteraps/6/2/EJC171951
2015-04-01
2019-09-20

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