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    Description of Krashen's Theory of Second Language Acquisition

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    Krashen's theory of second language acquisition consists of five main hypotheses: 1) The Acquisition-Learning hypothesis distinguishes between a subconscious acquired system and conscious learned system. 2) The Monitor hypothesis explains that the acquired system is the utterance initiator while the learned system acts as an editor under certain conditions. 3) The Natural Order hypothesis suggests that the acquisition of grammatical structures follows a predictable order independent of learner factors. 4) The Input hypothesis states that acquisition occurs when learners receive input at a level just beyond their current stage. 5) The Affective Filter hypothesis incorporates the idea that affective variables like motivation and anxiety can facilitate or impede acquisition.

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    Description of Krashen's Theory of Second Language Acquisition

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    herlinda_eff
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    Krashen's theory of second language acquisition consists of five main hypotheses: 1) The Acquisition-Learning hypothesis distinguishes between a subconscious acquired system and conscious learned system. 2) The Monitor hypothesis explains that the acquired system is the utterance initiator while the learned system acts as an editor under certain conditions. 3) The Natural Order hypothesis suggests that the acquisition of grammatical structures follows a predictable order independent of learner factors. 4) The Input hypothesis states that acquisition occurs when learners receive input at a level just beyond their current stage. 5) The Affective Filter hypothesis incorporates the idea that affective variables like motivation and anxiety can facilitate or impede acquisition.

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    Krashen's theory of second language acquisition consists of five main hypotheses: 1) The Acquisition-Learning hypothesis distinguishes between a subconscious acquired system and conscious learned system. 2) The Monitor hypothesis explains that the acquired system is the utterance initiator while the learned system acts as an editor under certain conditions. 3) The Natural Order hypothesis suggests that the acquisition of grammatical structures follows a predictable order independent of learner factors. 4) The Input hypothesis states that acquisition occurs when learners receive input at a level just beyond their current stage. 5) The Affective Filter hypothesis incorporates the idea that affective variables like motivation and anxiety can facilitate or impede acquisition.

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    90 views3 pages

    Description of Krashen's Theory of Second Language Acquisition

    Uploaded by

    herlinda_eff
    Krashen's theory of second language acquisition consists of five main hypotheses: 1) The Acquisition-Learning hypothesis distinguishes between a subconscious acquired system and conscious learned system. 2) The Monitor hypothesis explains that the acquired system is the utterance initiator while the learned system acts as an editor under certain conditions. 3) The Natural Order hypothesis suggests that the acquisition of grammatical structures follows a predictable order independent of learner factors. 4) The Input hypothesis states that acquisition occurs when learners receive input at a level just beyond their current stage. 5) The Affective Filter hypothesis incorporates the idea that affective variables like motivation and anxiety can facilitate or impede acquisition.

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    Description of Krashen's Theory of Second Language Acquisition

    Krashen's theory of second language acquisition consists of five main hypotheses: the

    Acquisition-Learning hypothesis,the Monitor hypothesis, the Natural Order hypothesis, the Input

    hypothesis, and the Affective Filter hypothesis.

    The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen's

    theory and the most widely known among linguists and language practitioners.

    According to Krashen there are two independent systems of second language performance: 'the

    acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of

    a subconscious process very similar to the process children undergo when they acquire their first

    language. It requires meaningful interaction in the target language - natural communication - in

    which speakers are concentrated not in the form of their utterances, but in the communicative

    act.

    The 'learned system' or 'learning' is the product of formal instruction and it comprises a

    conscious process which results in conscious knowledge 'about' the language, for example

    knowledge of grammar rules.

    The Monitor hypothesis explains the relationship between acquisition and learning and defines

    the influence of the latter on the former. The monitoring function is the practical result of the

    learned grammar. According to Krashen, the acquisition system is the utterance initiator, while

    the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a

    planning, editing and correcting function when three specific conditions are met: that is, the
    second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks

    about correctness, and he/she knows the rule.

    The Natural Order hypothesis is based on research findings (Dulay & Burt, 1974; Fathman,

    1975; Makino, 1980 cited in Krashen, 1987) which suggested 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, conditions of exposure, and although the agreement between

    individual acquirers was not always 100% in the studies, there were statistically significant

    similarities that reinforced the existence of a Natural Order of language acquisition. 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.

    The Input hypothesis is Krashen's attempt to explain how the learner acquires a second

    language. In other words, this hypothesis is Krashen's explanation of how second language

    acquisition takes place. So, 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 belongs to level 'i + 1'. Since not all of the

    learners can be at the same level of linguistic competence at the same time, Krashen suggests

    that natural communicative input is the key to designing a syllabus, ensuring in this way that

    each learner will receive some 'i + 1' input that is appropriate for his/her current stage of
    linguistic competence.

    Finally, the fifth hypothesis, the Affective Filter hypothesis, embodies Krashen's view that a

    number of 'affective variables' play a facilitative, but non-causal, 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. Low motivation, low self-esteem,

    and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that

    prevents comprehensible input from being used for acquisition. In other words, when the filter is

    'up' it impedes language acquisition. On the other hand, positive affect is necessary, but not

    sufficient on its own, for acquisition to take place.

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