Krashen says there are two routes to acquiring these "redundant" features;
Bob, what do you say about #1? As I noted, motivation is a crucial factor in
language acquisition, and Krashen claims that the redundant features are
acquired, not learned, if the motivation conditions are met. He also claims
that route #2 is harder. I haven't read the Smith article.

Are there research results that support the idea that conscious attention to
language form contributes _significantly_ to the development of an internal
grammar of L2 in the learner? Has the dispute about the usefulness of explicit
grammar teaching in second-language acquisition been settled?

"1) the acquirer considers him/herself to be a potential member of the club
of target language users (Smith, F. Joining the Literacy Club, 1983; also
Gardner and Lambert's notion of integrative motivation). When this happens,
the redundant features are acquired.
(2) conscious learning: Using those part of the brain not designed for
language acquisition. This is the hard way. The knowledge will not be
available to the speaker at all times, and there are limits on how much can
be consciously learned."

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Johanna Rubba, Associate Professor, Linguistics
English Department, Cal Poly State University San Luis Obispo
San Luis Obispo, CA 93407
Ofc. Tel. 805-756-2184 - Dept. Tel. 805-756-2596 <- Dept. Fax 805-756-6374
E-mail: [log in to unmask] - URL: www.cla.calpoly.edu/~jrubba
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