Written and Second Language Acquisition

Though there are some debates, most researchers agree that children acquire their first language, without formal instruction but it is different with the written language. Written language has different vocabulary and different grammatical structures that the oral language. There is different view about the written language. Some think it is not natural language, but a secondary representation of language that the brain is not prepared to acquire but others it could acquired as oral language.
Regarding reading there are two views, word recognition, and sociopsycholinguistic, of reading correspond to the distinction between learning and acquisition. As per word recognition view, the main task during reading is to identify words and their goal is to help students learn to identify words. There are some methods like learning phonics rules to achieve the goal. They belief reading leads them to instructional practices. On the other hand, sociopsycholinguistic view emphasizes that reading is a process of constructing meaning and their goal is to construct the meaning of the words. The method of this should be to use all available information, including background knowledge. According to Krashen, people acquire the ability to read and write in the same way they acquire a first or second language by receiving message they understand.
As similar to reading there are two views for writing too. From an acquisition perspective writing is a form of output that reflects the language competence an individual has acquired. On the other hand, from learning point of view, writing must be taught.
Similarly there are two views of second or foreign language development. The first is second language is learned which is followed by traditional method. Their goal is to produce students who speak and understand the language. Second view is acquired and it is related with the current methods. Their goal is to enable students to use language for a variety of purposes.
As per the Krashen’s theory of second language acquisition, there are five interrelated hypothesis which were used by many ESL/EFL teachers as they form the basis for much of the teaching methodology. Regarding Schumann’s theory of second language acquisition there are several factors in learning languages. I think both learning and acquisition takes places in learning languages, however current research supports the view of acquisition than learning