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Stephen Krashen

Stephen Krashen's theory of second language acquisition distinguishes between "acquisition" and "learning." Acquisition is subconscious and occurs similarly to how children learn their first language through natural communication, whereas learning is a conscious process involving formal instruction of grammar rules. The Monitor Hypothesis explains that acquired competence initiates speech while learning acts as an editor. The Natural Order Hypothesis suggests grammar structures are acquired in a predictable order regardless of learner characteristics. The Input Hypothesis states acquisition occurs when comprehending language one level above the learner's current ability. The Affective Filter Hypothesis proposes motivation, confidence and low anxiety facilitate acquisition.

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273 views4 pages

Stephen Krashen

Stephen Krashen's theory of second language acquisition distinguishes between "acquisition" and "learning." Acquisition is subconscious and occurs similarly to how children learn their first language through natural communication, whereas learning is a conscious process involving formal instruction of grammar rules. The Monitor Hypothesis explains that acquired competence initiates speech while learning acts as an editor. The Natural Order Hypothesis suggests grammar structures are acquired in a predictable order regardless of learner characteristics. The Input Hypothesis states acquisition occurs when comprehending language one level above the learner's current ability. The Affective Filter Hypothesis proposes motivation, confidence and low anxiety facilitate acquisition.

Uploaded by

Karenina Martinez
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We take content rights seriously. If you suspect this is your content, claim it here.
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Stephen Krashens theory of Second Language Acquisition?

1. What is the distinction between the terms learning and acquisition Stephen Krashen makes in his theory? 2. . What is the Monitor Hypothesis and how does it work for language learners? 3. What does the Natural Order Hypothesis refer to? 4. How does acquisition take place according to the Input Hypothesis (level i + 1)? 5. How do motivation, self-confidence and anxiety work according to the affective filter hypothesis in the process of SLA? 6. How should grammar be taught according to Stephen Krashen? Do you agree? 7. What are your views on Stephen Krashens theory of SLA? In what way does it compare to your previous views on the topic?

1. Acquisition- learning hypothesis

According to Krashen there are two independent systems, the acquired system, and the learned system. The acquired system is the product of a subconscious process, very similar to the process children do when acquiring their first language. It requires meaningful interaction;

natural communication, in which speakers are concentrated in the communicative act. The learned system or learning is the product of formal instruction, such as classes, it involves a conscious process which results in conscious knowledge of the language, for example knowledge of grammar rules. Krashen affirms that acquisition is more important than learning.

2. The Monitor Hypothesis The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence the first one has over the second one. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the monitor. The monitor acts in a planning, editing and correcting function when three specific conditions are given that is, the second language learner has enough time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule. Krashen points out that the role of the monitor is, or should be, minor, being used only to correct deviations from normal speech and to polish some aspects of the language.

3.

The Natural Order hypothesis

This hypothesis suggests that the acquisition of grammatical structures follows a natural order which is predictable. For a given language,

some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners' age, L1 background, and conditions of exposure. Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

4. The Input hypothesis The Input hypothesis is only concerned with acquisition, not learning. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language input, that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage i, then acquisition takes place when he/she is exposed to comprehensible input that belong to level i+1. Krashen suggests that natural communicative input is the key to plan a syllabus, being sure in this way that each learner will receive some i + 1 input that is appropriate for his/her level of linguistic competence.

5. The Affective Filter Krashen's assure that a number of affective variables play a facilitative role in second language acquisition. These variables include:

motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low

level of anxiety are better equipped for success in second language acquisition.

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