Second Language Acquisition has received more and more attention since 1950 s when it becomes an autonomous field of research. Linguists have carried out many theoretical and empirical studies with a sharp purpose to ...Second Language Acquisition has received more and more attention since 1950 s when it becomes an autonomous field of research. Linguists have carried out many theoretical and empirical studies with a sharp purpose to promote Second Language Acquisition. Krashen's Input Hypothesis and Long's Interaction Hypothesis are most influential ones among the studies. They both play important roles in language teaching and learning. The paper will present an account of the two great theories, including the main claims, theoretical foundations as well as some related empirical works and try to investigate commons and differences between them, based on literature and empirical studies. The purpose of writing this paper is to provide a clear outline of the two theories and point out how they are interrelated yet separate predictions about how second language are learned. It is meaningful because the results can be valuable guidance and highlights for language teachers and learners to teach or acquire a language better.展开更多
文摘Second Language Acquisition has received more and more attention since 1950 s when it becomes an autonomous field of research. Linguists have carried out many theoretical and empirical studies with a sharp purpose to promote Second Language Acquisition. Krashen's Input Hypothesis and Long's Interaction Hypothesis are most influential ones among the studies. They both play important roles in language teaching and learning. The paper will present an account of the two great theories, including the main claims, theoretical foundations as well as some related empirical works and try to investigate commons and differences between them, based on literature and empirical studies. The purpose of writing this paper is to provide a clear outline of the two theories and point out how they are interrelated yet separate predictions about how second language are learned. It is meaningful because the results can be valuable guidance and highlights for language teachers and learners to teach or acquire a language better.
