krashen acquisition learning hypotheses

7/27/2019 Krashen Acquisition Learning Hypotheses

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Stephen Krashen's

Theory of Second LanguageAcquisition


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"Language acquisition does not requireextensive use of conscious grammatical

rules, and does not require tediousdrill."

Stephen Krashen


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"Acquisition requires meaningfulinteraction in the target language -

natural communication - in whichspeakers are concerned not with theform of their utterances but with themessages they are conveying and

understanding."


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"The best methods are therefore thosethat supply'comprehensible input'in

low anxiety situations, containingmessages that students really want tohear.


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These methods do not force earlyproduction in the second language, butallow students to produce when theyare 'ready', recognizing thatimprovement comes from supplyingcommunicative and comprehensibleinput, and not from forcing and

correcting production."


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Stephen Krashen (University ofSouthern California) is an expert in thefield of linguistics, specializing intheories of language acquisition anddevelopment.

His theory of SLA is widely known andwell accepted, has had a large impact

in all areas of second languageresearch and teaching since the 1980s.


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Krashen's theory of second languageacquisition consists of five mainhypotheses:

the Acquisition-Learning hypothesis,the Monitor hypothesis,

the Natural Order hypothesis,

the Input hypothesis,and the Affective Filter hypothesis.


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Acquisition-Learning Hypothesis

the most fundamental of all thehypotheses in Krashen's theory and themost widely known among linguistsand language practitioners.

According to Krashen there are twoindependent systems of secondlanguage performance: 'the acquiredsystem' and 'the learned system'


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The 'acquired system' or 'acquisition' is

the product of a subconscious processvery similar to the process childrenundergo when they acquire their firstlanguage.

It requires meaningful interaction in thetarget language - naturalcommunication - in which speakers are

concentrated not in the form of theirutterances, but in the communicativeact.


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The 'learned system' or 'learning' is the

product of formal instruction and itcomprises a conscious process whichresults in conscious knowledge 'about'the language, for example knowledge

of grammar rules.

According to Krashen 'learning' is lessimportant than 'acquisition'.


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Monitor hypothesis

explains the relationship betweenacquisition and learning and defines theinfluence of the monitor on acquisitionand learning.

the monitoring function is the practical

result of the learned grammar.


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According to Krashen, the acquisition

system is the utterance initiator, whilethe learning system performs the roleof the 'monitor' or the 'editor'.


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The 'monitor' acts in a planning, editingand correcting function when threespecific conditions are met: that is, thesecond language learner has sufficient

time at his/her disposal, he/she focuseson form or thinks about correctness,and he/she knows the rule.


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According to Krashen, the role of the

monitor is - or should be - minor, beingused only to correct deviations from'normal' speech and to give speech a

more 'polished' appearance.

It appears that the role of conscious

learning is somewhat limited in secondlanguage performance.


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Krashen also suggests that there isindividual variation among languagelearners with regard to 'monitor' use.

learners that use the 'monitor' all the time(over-users);

learners who have not learned or whoprefer not to use their consciousknowledge (under-users); and

learners that use the 'monitor'appropriately (optimal users).


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How does monitor hypothesis impede

language learning?

Who can speak better; introverts orextroverts? Why?

Should we monitor the language weuse in our daily conversation?


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Extroverts are under-users, while

introverts and perfectionists are over-users of the Monitor.

Lack of self-confidence is frequentlyrelated to the over-use of the 'monitor'.


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Natural OrderHypothesis

suggested that the acquisition ofgrammatical structures follows a

'natural order' which is predictable.

This order seemed to be independent of

the learners' age, L1 background,conditions of exposure.


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There are significant similarities thatreinforced the existence of a NaturalOrder of language acquisition.

Krashen rejects the idea of grammaticalsequencing in language programme/syllabus when the goal is languageacquisition.


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Input Hypothesis

This hypothesis is Krashen'sexplanation of how second language

acquisition takes place.

The Input hypothesis is only concerned

with 'acquisition', not 'learning'.


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According to this hypothesis, the learnerimproves and progresses along the'natural order' when he/she receivessecond language 'input' that is one stepbeyond his/her current stage oflinguistic competence.


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For example,

- if a learner is at a stage 'i', thenacquisition takes place when he/she isexposed to 'Comprehensible Input' thatbelongs to level 'i + 1'.

(i is the learners current level oflinguistic competence while 1 is thenew linguistic input which is just

beyond the current level)


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Since not all of the learners can be atthe same level of linguistic competenceat the same time, Krashen suggeststhat;

-natural communicative input is the

key to designing a syllabus, ensuring inthis way that each learner will receivesome 'i + 1' input that is appropriate for

his/her current stage of linguisticcompetence.


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1. How has Krashens Natural Order

Hypothesis affect our curriculumdevelopment?

2. Do you think that this approach isworkable in the Malaysian Primaryschool? Why?


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Affective Filter Hypothesis

It embodies Krashen's view that anumber of 'affective variables' play a

facilitative, but non-causal, role insecond language acquisition.

These variables include: motivation,self-confidence and anxiety.


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Krashen claims that learners with high

motivation, self-confidence, a good self-image, and a low level of anxiety arebetter equipped for success in secondlanguage acquisition.


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Low motivation, low self-esteem, anddebilitating anxiety can combine to'raise' the affective filter and form a'mental block' that prevents

comprehensible input from being usedfor acquisition.


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Summary - Acquisition

implicit, subconscious

informal situations

uses grammatical 'feel

depends on attitude

stable order of acquisition


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Summary - Learning

explicit, conscious

formal situations

uses grammatical rulesdepends on aptitude

simple to complex order of learning


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The Educational Implications

of Krashens Theories


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The Natural Approach


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Krashen & Terrel - teachers can use allor part of the Natural Approach,

depending on how it fits into theirclassroom

guidelines communication is theprimary goal, comprehension precedingproduction, production simply emerge,acquisition activities are central, and theaffective filter should be lowered


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The Natural Approach contains ampleguidance and resources for thebeginner levels, with methods forintroducing basic vocabulary andsituations in a way that keeps students

involved.

It also has very viable techniques formore advanced and self-confident

classes who will be stimulated by theimaginative situational practice.


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An Example of Activity Using NaturalApproach in ESL Class.

Using picture stimulus

Teacher: What is the man doing?

Pupils : Run

Teacher: Yes. Thats right. The man isrunning.

This illustrates tolerance of errors,while providing corrected input canhelp students in acquisition.


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Tutorial

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krashen acquisition learning hypotheses

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