Summary of our framework

First we will establish what role motivation plays as the cause and motor for language learning. This will also provide us with the key insight that the user's autonomy is a vital part for his motivation. We will then review one of the major theories for language learning, which is Krashen's theory on second language (L2) acquisition. This will provide us with insights regarding language learning. Cognitive Load Theory (CLT) in turn will provide us with a more general view on learning, memory and retention. By comparing Krashen with CLT we will construct the core of our framework that will enable us to review other literature and current practices in language learning more critically.

Our framework is an extension of Krashen's theory, as it reduces his learning-acquisition dichotomy: We come to the conclusion that based on Cognitive Load Theory, there is a 'language schema' which plays a key role in our framework and incorporates everything one might view as native language knowledge. 'Learning' this knowledge is what Krashen calls 'acquisition', and it is the ultimate goal when attempting to achieve language competency. Because the interconectivy and inter-dependency of language is so high that even linguists don't know all the forms and rules of language (Krashen, 1982, p. 81), CLT predicts that this causes the intrinsic cognitive load too be far to high. In other words, language is too complex to be learned efficiently by a novice. CLT recommends breaking up complex schemas into artificial simpler ones to reduce intrinsic cognitive load. Learning these simplified and distorted schemas falls short of the requirements imposed by the real schemas. However, learning the simplified schemas reduces the complexity of the real schema which then allows to finally learn the real schemas.

Since the language schema is too complex, we break it up into simplified 'word schemas' which are another key player in our framework and which we commonly refer to as 'vocabs' (although there is a slight difference). We then try to find the most efficient way to facilitate a fast transition from learning the distorted and simplified word schemas to learning the actual language schema. We argue that this means that the role of learning vocab is only an aid to Krashen's actual language 'acquisition', which is much deeper and more natural. Subsequently vocabs should only be learned to the minimal quality that is necessary to transition into language acquisition or in higher quality to directly support respective and already established parts of the language schema. The implication of this is that imperfect vocab knowledge such as not knowing the prefect spelling or gender of a vocab, is the optimal way of learning. This is because only with an advanced language schema, the addition of further elements to the word schema becomes appropriate. This gives Krashen's 'learning' a more elevated role beyond monitor use. But it also supports that Krashen's 'acquisition' is the primary way of learning a language as Krashen's acquisition equals our ultimate language learning goal: the construction, extension and automation of the language schema.

Our framework, which will be explored in detail during the course of this thesis, can thus be summarized as follows: Its basics on learning in general are derived from Cognitive Load Theory:

• Schemas are complex when its elements depend on each other and thus cannot be learned in isolation.

• To make building, constructing and automation of complex schemas more efficient, they can be broken down into distorted simple schemas.

• Learning and automating these simple schemas also add to or change all related schemas.

This is then applied to Krashen's theory of second language acquisition:

• The actual language is the complex language schema.

• It is difficult and inefficient for a user to learn the language schema, there is a lot to learn at the same time.

• To make it easier and more efficient, the language schema can be broken down into simplified word schemas that we call vocab.

• Learning word schemas might not mean the user learns the language schema itself, but in any case, it aids him with learning the actual language schema.

• When the user has largely learned the language schema, he has acquired the language and, to put it simply, has learned the language.

• Because there are many different schemas, existing schemas and for learning appropriate new schemas are different to each individual and change constantly.

From this, the guiding principles of our framework are:

• Language is an integral part of the user's identity, so it is not trivial to him.

• The user's autonomy is crucial and violating it should be avoided.

• The actual language learning is called acquisition and done via input, preferably natural text.

• Deliberately learning and practicing vocab is an important aid to accelerate the actual language learning.

• With deliberately learned vocab, quantity is far more important than quality, because quality is provided via acquisition.

• Deliberate learning of vocabs should be as lean as possible and rudimentary to minimize time, energy and expenditure motivation.

• Maximize quantity, utility for and time spend with acquisition.

• The optimal way of developing language competency is done by synergizing both Deliberate learning and acquisition.

• Synergy and change of knowledge require a lot of organization and management of vocab and input which creates extraneous load. This organization and management can be done via software, which will reduce extraneous load.

The step by step development of our framework and its implications for innovation in language education will now be presented.