Factors Affecting SLA

The current chapter will provide the reader with the substantial issues of vocabulary acquisition. Hence, the first section seeks to highlight the important notions in the field of SLA. First, I will briefly present some of the major factors that may well affect SLA, namely Krashen’s Affective Filter, and Input / output hypotheses. The second section is devoted to a discussion of the basic key terms involved in the study. The following section deals with the concept of ‘context’ along with and its types. The last section is dedicated to the comparison between methods and strategies that are used in teaching vocabulary.

I Second Language Acquisition Studies

Introduction

In the current section will shed light on the notion of Second Language

For instance, in the Moroccan context, French or English which are taught as a second language at schools is a perfect example of L2. Hence, it is deduced that English is learned via the process of second language acquisition. 2 Factors that influence SLA

SLA has been influenced by A myriad of factor such as The Cognitive Revolution, Critical period, External & Internal factors and so on. Krashen’s input hypothesis is division of his theoretical amplitude, which endeavor to account for SLA processes. It is composed of five hypotheses: Acquisition-Learning, Natural Order, Monitor, Input, and Affective Filter. The following part will highlight two component of krashen 's Input hypothesis: the affective filter, Input. (krashen, 1985 ) a) Affective Filter

According to J C. Richards, Richard Schmidt (2002), "the hypothesis is based on the theory of an affective filter, which states that successful second language acquisition depends on the learner 's feelings. Negative attitudes (including a lack of motivation or self-confidence and anxiety) are said to act as a filter, preventing the learner from making use of Input, and thus hindering success in language learning". In other words, the affective filter has a bearing on the person’s feeling towards the teacher feedbacks or the method that is used by the teacher in explaining a

This theory emerged in the nineties by Merrill Swain.

According to Swain 1998, comprehensible output pushes the learner to recognize the gap in his/her knowledge towards the Target language. This notice leads the learner to improve the quality of his/her competence. The comprehensible output manifests a significant role in transforming the quality of the learner’s interlanguage.

According to Swain, “the comprehensible output has three functions. They are as follows: the noticing function, the hypothesis testing, and the meta-linguistics. These functions play a notable role in language acquisition; this means that each function has its own feature in language acquisition, nevertheless, these three functions stand for each other’s”. The noticing hypothesis based on observation was first introduced to the field of SLA by Schmidt& Frota (1986). “The learner notes the mismatches between what they know and what they do not know about the L2. The noticing gap may lead the learner to raise his/her needs in the grammar forms”. “The hypothesis testing states that the learner needs to produce the language as well as examine his/her knowledge that is stocked in the mind and determine the difficulties in the L2 which could face him/her”. “The meta-linguistics supplies the chance for the learner to reflect on the target language’s structure. This occasion leads the learner to progress into the L2 grammar”.