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First & Second Language Acquisition — REET Notes

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Language Acquisition and Language Learning differ at their core: acquisition is a natural, subconscious process, while learning is a conscious, rule-based one. REET 2024 asked about Krashen's theory that 'acquisition is subconscious' and about how language skills are interconnected.

  • 2 questions in REET 2024
  • Teaching-theory level
  • 10 min read
Verified 17 September 2026 · Source: Input Hypothesis — Krashen's Five Hypotheses (Wikipedia)

How REET asks this topic

REET 2024 tested two angles — first, that while learning a second language (L2), language skills (listening, speaking, reading, writing) and vocabulary are interconnected, and no single skill is acquired completely in isolation; second, that according to linguist Stephen Krashen, language acquisition is a sub-conscious process. The exam checks both the theoretical understanding and its teaching implications.

Acquisition vs Learning: Krashen's theory

According to linguist Stephen Krashen, Acquisition is a natural, subconscious process — the way a child picks up their mother tongue (L1) through natural communication, without consciously learning grammar rules. Learning, by contrast, is a conscious process that involves rules, grammar and formal instruction.

Krashen's 'Monitor Hypothesis' states that consciously learned knowledge (learning) can only monitor — that is, check and edit — language use; it cannot be the source of spontaneous speech. In other words, when we speak, it is natural acquisition that carries us, not just memorised rules.

Krashen's Five Hypotheses

HypothesisMain idea
Acquisition–Learning HypothesisAcquisition is subconscious, Learning is conscious; fluency comes mainly from acquisition
Monitor HypothesisConscious knowledge (learning) can only monitor/edit language use, not generate spontaneous speech
Natural Order HypothesisGrammatical structures are acquired in a fixed, predictable order, regardless of the order of formal teaching
Input Hypothesis (i+1)The learner progresses when given comprehensible input just slightly above their current level
Affective Filter HypothesisNegative emotions like fear, anxiety or stress raise the 'affective filter' and block language acquisition

The Input Hypothesis is the most influential part of Krashen's theory — its direct teaching implication is: give material just slightly above the child's level, never something far too difficult.

Chomsky's Language Acquisition Device (LAD)

According to linguist Noam Chomsky, every child has an innate 'Language Acquisition Device (LAD)' — a theoretical mental capacity that enables a child to recognise and use language structure without any formal teaching. This LAD helps children recognise 'Universal Grammar' — fundamental grammatical principles shared across all languages — which lets children build new, correct sentences on their own rather than merely imitating what they've heard.

The Critical Period Hypothesis

According to linguist Eric Lenneberg, the brain has a 'critical period' for language acquisition, which lasts roughly up to puberty — within this window, natural, effortless language acquisition is easiest, while after it, learning a new language (especially its pronunciation) becomes comparatively harder. This is exactly why giving children a natural language environment in the early grades is considered particularly important.

Skinner's Behaviorist view

According to psychologist B.F. Skinner, language, like any other behaviour, is learned through imitation, practice and reinforcement — when a child says a word correctly and receives praise or encouragement for it, that behaviour is repeated and gradually becomes a habit.

This view sits directly opposite to Chomsky's innatist view — Skinner treats language as something learned from the external environment and experience, while Chomsky treats it as an internal, innate capacity (LAD). For REET purposes, it's important to tell the two apart — whenever a question talks about imitation-practice-reinforcement, that's Skinner's view.

Vygotsky's Social Interactionist view

According to psychologist Lev Vygotsky, language develops mainly through social interaction — a child doesn't learn language alone but through conversation with someone more knowledgeable (a More Knowledgeable Other — MKO, such as a teacher or an older peer).

Vygotsky's famous Zone of Proximal Development (ZPD) states that the task a child cannot do alone but can do with some help (scaffolding) is the child's real zone of learning. In teaching, this means: give the child a task slightly beyond their current ability, provide scaffolding alongside it, and gradually withdraw that support as the child becomes capable.

Major theories of language acquisition at a glance

TheoristApproachKey concept
B.F. SkinnerBehavioristImitation, practice and reinforcement
Noam ChomskyInnatistLanguage Acquisition Device (LAD), Universal Grammar
Stephen KrashenMonitor ModelInput Hypothesis (i+1), Affective Filter
Lev VygotskySocial InteractionistZone of Proximal Development (ZPD), Scaffolding
Eric LennebergBiologicalCritical Period Hypothesis

REET asks questions by matching a theorist's name to their key concept — remembering the correct pairing is decisive.

The difference between L1 and L2 acquisition

The first language (L1, mother tongue) is acquired naturally and subconsciously in childhood, without any formal teaching. The second language (L2, such as English in India) is generally learned at school, more consciously, and often at an older age — which is why learning L2 differs from L1 and is often slower.

According to linguist Jim Cummins, two distinct kinds of proficiency develop in a second language — Basic Interpersonal Communicative Skills (BICS), needed for everyday conversation and developing relatively quickly (in about 1–2 years), and Cognitive Academic Language Proficiency (CALP), needed for reading and understanding textbooks and academic work, which takes considerably longer to develop (about 5–7 years).

This distinction matters especially in multilingual classrooms like India's — a child may appear comfortable in everyday English (having developed BICS) while still struggling with the language of the textbook (CALP). This is exactly why NEP 2020 also emphasises the mother tongue/local language as the medium in the early grades, so that conceptual understanding is first built solidly in the mother tongue, and can then transfer to the second language.

How to teach children

Activity

Build a natural language environment in the classroom — practise listening, speaking, reading and writing together rather than in isolation (for example, tell a story, then discuss it, then write about it).

Teaching material

Choose text slightly above the child's current level (comprehensible, i+1) — neither too easy nor too hard.

Common misconception

Assuming that 'memorising more grammar rules will improve speaking' is wrong — per the Monitor Hypothesis, overly rule-focused, conscious teaching can sometimes increase hesitation in speaking.

Assessment

Assess children's natural language use (conversation, storytelling) rather than relying only on isolated grammar tests — and maintain a classroom environment that keeps fear and hesitation low (a low affective filter).

Differentiated teaching

For children comfortable in everyday English (BICS) but struggling with textbook language (CALP), explain vocabulary first by connecting it to the mother tongue, then to English (scaffolding).

Peer learning

Using the ZPD principle, pair more capable children with less capable ones and give the stronger child the role of 'More Knowledgeable Other'.

Memory trick / exam tip

Remember — 'Acquire = subconscious, like a child; Learn = conscious, like a student'. And to remember Krashen's Input Hypothesis, keep the mantra 'i+1' — material one step above (+1) the current level (i) gives the most effective learning.

REET 2024 questions (solved)

Question 45

In learning English as L2, the following skill is acquired independently

  1. Avocabulary
  2. Blistening
  3. Cnone
  4. Dall

Explanation

दूसरी भाषा (L2) सीखते समय भाषा-कौशल (listening, speaking, reading, writing) और शब्दावली एक-दूसरे से जुड़े होते हैं; कोई भी कौशल पूर्णतः अलग-थलग (independently) अर्जित नहीं होता। इसलिए सही उत्तर ‘none’ है।

Question 79

Acquiring language is a _____________ process. Choose the correct option :

  1. Asub-conscious
  2. Bconcession
  3. Cdrill
  4. Dadopted

Explanation

भाषा अर्जन (language acquisition) एक अवचेतन (sub-conscious) प्रक्रिया है — स्टीफन क्रैशन के अनुसार बच्चा स्वाभाविक संप्रेषण के दौरान बिना नियम सीखे भाषा अर्जित करता है, जबकि language learning एक सचेत (conscious) प्रक्रिया है।

Practice questions

Question 1

According to Krashen, language 'acquisition' is best described as a:

  1. AConscious, rule-based process
  2. BSub-conscious, natural process
  3. CProcess that happens only in a classroom
  4. DProcess identical to formal grammar study

Explanation

According to Krashen, acquisition is a natural, subconscious process, while the conscious, rule-based process is called 'learning'.

Question 2

Krashen's Input Hypothesis is often summarised using which formula?

  1. Ai+1
  2. Bi-1
  3. Ci×2
  4. Di=0

Explanation

The Input Hypothesis says a learner progresses when given comprehensible material one step (+1) above their current level (i), which is why it's summarised as 'i+1'.

Question 3

According to Krashen's Monitor Hypothesis, consciously learned rules can:

  1. ABe the only source of spontaneous speech
  2. BOnly monitor or edit language output, not generate spontaneous speech
  3. CReplace natural acquisition completely
  4. DHave no role in language use at all

Explanation

The Monitor Hypothesis says consciously learned rules can only monitor or edit language output, not act as the source of spontaneous speech.

Question 4

Chomsky's Language Acquisition Device (LAD) is best described as:

  1. AA physical organ located in the throat
  2. BAn innate mental capacity that helps children acquire language structure
  3. CA teaching machine used in classrooms
  4. DA grammar textbook for children

Explanation

The LAD is not a physical organ but a theoretical innate mental capacity that enables children to recognise language structure.

Question 5

According to the Affective Filter Hypothesis, which classroom condition would HINDER language acquisition the most?

  1. AA relaxed, encouraging classroom
  2. BA classroom where mistakes are ridiculed and students feel fearful
  3. CA classroom with interesting stories
  4. DA classroom with group activities

Explanation

Under the Affective Filter Hypothesis, negative emotions like fear, embarrassment and anxiety raise the 'affective filter' and block language acquisition.

Question 6

The Natural Order Hypothesis suggests that grammatical structures are acquired:

  1. AIn a random order that differs completely for every learner
  2. BIn a predictable order, largely unaffected by the order of formal teaching
  3. COnly in the order taught in the textbook
  4. DAll at the same time, instantly

Explanation

The Natural Order Hypothesis says grammatical structures are acquired in a fixed, predictable order, regardless of the order they're formally taught in.

Question 7

The Critical Period Hypothesis, proposed by Lenneberg, suggests that native-like language acquisition is easiest:

  1. AAfter the age of 40
  2. BOnly during formal schooling
  3. CBefore puberty
  4. DOnly when learning through textbooks

Explanation

Lenneberg's theory says there is a critical period for language acquisition lasting roughly up to puberty, after which natural acquisition becomes comparatively harder.

Question 8

A teacher isolates listening, speaking, reading, and writing into completely separate, unconnected periods with no overlap. Based on REET's emphasis on interconnected language skills, why might this approach be less effective?

  1. ABecause the four skills are actually acquired in an interconnected way, not in isolation
  2. BBecause teaching listening and speaking is wrong
  3. CBecause writing is the most important skill
  4. DBecause reading should never be taught

Explanation

Language skills (LSRW) and vocabulary are interconnected; teaching any one skill in complete isolation goes against the principle of natural language acquisition.

Question 9

Which of the following classroom practices best reflects Krashen's Input Hypothesis?

  1. AGiving texts far too difficult for the student's current level
  2. BGiving texts at exactly the student's current level, with no new challenge
  3. CGiving texts slightly above the student's current level, but still understandable
  4. DGiving only grammar drills with no reading material

Explanation

Under the Input Hypothesis (i+1), giving text just slightly above the student's current level, while still understandable, produces the most effective learning.

Question 10

First language (L1) acquisition in early childhood is primarily driven by:

  1. AFormal grammar lessons
  2. BNatural exposure and communication, aided by an innate language capacity
  3. CMemorising dictionaries
  4. DWritten examinations

Explanation

In early childhood, first-language (L1) acquisition is driven mainly by natural exposure and communication, aided by an innate language capacity as Chomsky describes it, not by formal grammar teaching.

Frequently asked questions

What's the difference between Language Acquisition and Language Learning?+

Acquisition is a natural, subconscious process (like a child picking up their mother tongue), while Learning is a conscious, rule-based, formal process.

What does Krashen's Input Hypothesis say?+

It says a learner learns best when given comprehensible input just slightly above their current level (i+1).

What is Chomsky's LAD?+

The Language Acquisition Device (LAD) is a theoretical innate mental capacity that enables children to understand language structure without formal teaching.

What does the Critical Period Hypothesis say?+

It says natural language acquisition is easiest during a critical window up to puberty, after which it becomes comparatively harder.

What's the main difference between Skinner's and Chomsky's views?+

Skinner treats language as behaviour learned through imitation-practice-reinforcement (the behaviorist view), while Chomsky treats it as an innate mental capacity (LAD) (the innatist view).

What's the difference between BICS and CALP?+

BICS (Basic Interpersonal Communicative Skills) is the proficiency needed for everyday conversation and develops quickly, while CALP (Cognitive Academic Language Proficiency) is the proficiency needed for academic language use and takes longer to develop — this distinction was given by linguist Jim Cummins.

Read next

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REET Syllabus (full details)

The complete REET Level 1 and Level 2 syllabus in one place.

REET 2024 solved paper

All REET 2024 questions with answers and explanations.

Official Sources

  1. Input Hypothesis — Krashen's Five Hypotheses (Wikipedia)
  2. Language Acquisition Device (LAD) — EBSCO Research Starters
  3. Critical Period Hypothesis — EBSCO Research Starters

Change Log

  • 17 September 2026 — English page published — mirrors the fact-checked Hindi page, independently bilingual-accuracy checked