Skill acquisition theory focuses on how people learn a skill and the advancement of that skill. (DeKeyser, 2007) .According to Lightbown and Spada (2013), second language acquisition is seen as a build up of knowledge that eventually becomes automatised. In addition, McLaughlin (1990) views language acquisition as a type of motor skill and that language acquisition is related to learning a skill like driving a car or riding a bike. Skill acquisition theory claims that we all acquire skills in the same developmental process which first starts with small changes in behaviour until we reach a level of proficiency that makes us fluent. DeKeyser (2007) focuses on the three stages of development which are characterised in the nature of knowledge
…show more content…
Schmidt (1997) refers to noticing as a necessary condition for the transformation of input to intake. Swain (1995) also emphasis on the importance of noticing and that its fundamental for the L2 learner to notices the gap between their output and the input exposed to the learner. Gass (1997) also adds that a learner must first notice the need to learn and then notice a gap between the interlanguage system and the targeted language. In other words, noticing occurs when an L2 learner perceives a gap or is directed to it between the input and the knowledge they already …show more content…
McLaughlin (1990) also believes that for a learner to learn a language is to learn a skill and the learner is constantly restructuring and shrinking the knowledge already learnt. Restructuring is the integration of new language into the interlanguage system which will cause change to the language already obtained by the learner. Structuring and restructuring are known to be an endless process where the L2 learner will continuously modify and change the knowledge the learner already has. During this process the L2 learner tends to over-generlize a rule and once the learner shrinks the knowledge they have, they will go back to the correct form of the rule. One way restructuring can be problematic is with fossilisation, this is when a learner cannot seam to structure the rules of the targeted language. This will have the learner stuck with the wrong rule without room to change it. Restructuring is a holistic process of complexing the L2 learners interlanguage system by making expectations to the rules and shrinking over-generlization into generalization. Structuring suggests a new item has to be integrated into an interlanguage and it involves changing the acquisition as a whole. When we learn something it effects the knowledge and shrinks our understanding about something else. As we learn we will continuously shrink the knowledge we
Schmidt (1997) refers to noticing as a necessary condition for the transformation of input to intake. Swain (1995) also emphasis on the importance of noticing and that its fundamental for the L2 learner to notices the gap between their output and the input exposed to the learner. Gass (1997) also adds that a learner must first notice the need to learn and then notice a gap between the interlanguage system and the targeted language. In other words, noticing occurs when an L2 learner perceives a gap or is directed to it between the input and the knowledge they already …show more content…
McLaughlin (1990) also believes that for a learner to learn a language is to learn a skill and the learner is constantly restructuring and shrinking the knowledge already learnt. Restructuring is the integration of new language into the interlanguage system which will cause change to the language already obtained by the learner. Structuring and restructuring are known to be an endless process where the L2 learner will continuously modify and change the knowledge the learner already has. During this process the L2 learner tends to over-generlize a rule and once the learner shrinks the knowledge they have, they will go back to the correct form of the rule. One way restructuring can be problematic is with fossilisation, this is when a learner cannot seam to structure the rules of the targeted language. This will have the learner stuck with the wrong rule without room to change it. Restructuring is a holistic process of complexing the L2 learners interlanguage system by making expectations to the rules and shrinking over-generlization into generalization. Structuring suggests a new item has to be integrated into an interlanguage and it involves changing the acquisition as a whole. When we learn something it effects the knowledge and shrinks our understanding about something else. As we learn we will continuously shrink the knowledge we