UNPRG FASCHE DIDACTIC'S MASTER PROGRAM LAMBAYEQUE PERU

1. Pedro Ruiz Gallo National University
Didactics English Master Program
Lic. Lupe Rivera Gonzales
Professor : Dr. Cesar Jimenez
20 - March 2011
Assignment: KRASHEN’S THEORY
QUESTIONNAIRE :
1.- WHAT ARE THE AXIOM’S IN 2.-WHAT ARE THE THEOREMS
STEPHEN KRASHEN’S THEORY ? INCLUDED IN STEPHEN
KRASHEN’S THEORY ?
Axiom 1 : Student receive or pre- Theorem 1 :They are able to
produce comprehensively new lexicon understand new situations by pointing
in Second Language Acquisition. out, performing and associating
events.
Axiom 2 : Student produce basic Theorem 2: The acquisition activities
lexical comprehension in Second are central when the monitor acts in a
Language Acquisition. planning , editing and correcting
function.
Axiom 3 :Student begin with the use Theorem 3: The natural order to be
of phraseology and statements to independent of the learner’s age ,
communicate in Second language background , conditions of exposure.
Acquisition .
Axiom 4 : Student use statements Theorem 4:The learners improves
with complexity and progresses along the “natural
order”, they received ‘second
language input ‘that is one step
beyond his current stage of linguistic
competence.
Axiom 5 : Student develop content- Theorem 5: Low motivation, low self-
area vocabulary and grammar with esteem and debilitating anxiety can
specialization comparable to that of combine to” raise” the affective filter
same age native speakers . and form a “mental block”
3.-WHAT ARE THE PROCESSES INVOLVED IN STEPHEN KRASHEN’S
THEORY?
STRATEGIC PROCESS KEY PROCESS SUPPORTING PROCESS
a) Analyzing and Affective-Humanistic • dialogues – short and
deductively ideas. useful - 'open'
Using verbal reports or dialogues
think aloud protocols to • interviews – pair work
investigate learner’s on personal

2. processes will they information
worked on language • personal charts and
tasks. tables
• preference ranking –
opinion polls on
favourite activities etc
• revealing information
about yourself – e.g.
what I had for
breakfast
• activating the
imagination .
b) Develop and evaluate • task and series – e.g.
the critical thinking skills Problem-solving components of an
of comparing, contrasting, activity such as
and analyzing similarities washing the car
and differences. • charts, graphs, maps –
e.g. bus fares, finding
the way
• developing speech for
particular occasions –
e.g. What do you say if
…
• advertisements
Story telling
c) Using verbal report, Monitor language process Sharing the ideas and
analyze and reflect questions.
opinions.
d) Improving the d) Communicative Singing, reciting
communicative activities activities, ,practicing pronunciation,
with real purposes reading, describe an
Talk about self learn. image, answering and
questions spontaneously

3. 4.- WRITE SOME ACTIVITIES FOR 3.6 STRATEGY 6:BUILDING SECOND LEARNING MOTIVATION INCLUDING
VALUE,SELF-EFFICACY AND ATTRIBUTIONS
Subject verb object manner place time
PERSON ACTION IMPACT STRATEGY SCENARY TIMING
(1)Value Student of Post Listening -Lessen their • Using linguistic Nursing Faculty
grade Experiences anxiety about clues. UNPRG 20’ min.
Listening listening. • Taking notes
Instruction should -Speaking will • Summarizing
build in the need emerge naturally as • Paying attention
and opportunity a result of work
for “meaning” e.g. with listening.
.information and
opinion gap tasks
(2) Self Student of Post Grammatical -Student making • Analyzing Nursing Faculty
Efficacy grade system language positive expressions UNPRG 25’min.
Translating statements. • Reasoning and
medical texts. -Integrated oral deducting.
and written • Analyzing and
language. contrastively
across
language.
(3) Attribution Student of Post The student -Active student • Cooperative Nursing Faculty 20’ min.
grade organizing and participation work UNPRG
identifying the -Social interaction • Transferring
purposes of a -Integrate the main ideas in
language tasks. student with the the group.
curriculum.