95
Los dos tipos de aprendizaje que menciona Brooks explican el carácter general del
proceso: acondicionado e instrumental. Principalmente este carácter es lo que distingue el
aprendizaje de la adquisición.
Krashen
(1983:297) trata de dar una definición de cada proceso a través
de los
resultados y las consecuencias de cada camino, considerando, primero, que la adquisición
es una operación subconsciente y no inconsciente:
“Acquisition is hypothesized to be subconscious in the sense that while it is
happening we are not usually aware of it; our focus is elsewhere, on the message
that is being communicated. The results of acquisition are also subconscious - we
cannot always describe our acquired knowledge but rather have a “feel” for
correctness in a language we have acquired. Conscious learning is “knowing the
rules,” or explicit knowledge. (...) Acquisition is responsible for our fluency in
second language, while learning serves only as a monitor, or editor: we use our
conscious knowledge of rules only to make corrections, either before or after we
produce our sentence in the second language.”
Describiendo el mecanismo del “Monitor model”
29
, Krashen
(1987:83) presenta su
concepto del aprendizaje consciente, y por lo tanto del conocimiento consciente de las
reglas de L2:
“ According to the Monitor model for performance, conscious learning acts as an
editor, as a Monitor, ‘correcting’ the errors, or rather what the performance
perceives to be errors, in the output of the acquired system. This can happen
before the sentence is spoken or written or after. Conscious knowledge of rules is
therefore not responsible for our fluency, it does not initiate utterances. (...)
and eventually, through practice, acquire it, is widespread and may seem to some
people to be intuitively obvious.”
Es decir, los resultados de lo subconscientemente adquirido son a su vez
subconscientes, y el conocimiento conscientemente obtenido tendrá sus consecuencias
29
Klein
(1986:29) cree que este modelo no es un modelo de adquisición en general; porque no intenta
especificar las reglas que gobiernan el proceso o los factores responsables de los resultados, sin presentar
una hipótesis sobre la manera en la que la adquisición puede ser influida por la consciencia.
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