2. ABOUT KRISHAN
• Stephen Krashen (University of Southern California) is an expert in the
field of linguistics, specializing in theories of language acquisition and
development. Much of his recent research has involved the study of
non-English and bilingual language acquisition. Since 1980, he has
published well over 100 books and articles and has been invited to
deliver over 300 lectures at universities throughout the United States
and Canada.
• This is a brief description of Krashen's widely known and well-accepted
theory of second language acquisition, which has had a large impact in
all areas of second language research and teaching.
3. SOME QUOTES FROM KRASHEN(1982)
ABOUT LANGUAGE ACQUISITION
• Stephen Krashen (University of Southern California) is an expert in the
field of linguistics, specializing in theories of language acquisition and
development. Much of his recent research has involved the study of
non-English and bilingual language acquisition. Since 1980, he has
published well over 100 books and articles and has been invited to
deliver over 300 lectures at universities throughout the United States
and Canada.
• This is a brief description of Krashen's widely known and well-accepted
theory of second language acquisition, which has had a large impact in
all areas of second language research and teaching.
4. • Krashen explains five fundamental components which he calls
hypotheses - as the basis for his language teaching model. Each of the
components relates to a different aspect of the language learning
process. The five components are as follows:
• The Input Hypothesis
• The Affective Filter Hypothesis
• The Acquisition Learning Hypothesis
• The Monitor Hypothesis
• The Natural Order Hypothesis
5. BASED ON THE 5
HYPOTHESES IN
KRASHEN’S MONITOR
MODEL
6. THE INPUT HYPOTHESIS
• Main idea(s) as proposed by Krashen
• What is comprehensible input?
• How do the learners learn a second language?
• In what situations can the evidences for the input hypothesis be found?
7. THE AFFECTIVE FILTER HYPOTHESIS
• Main idea(s) as proposed by Krashen
• How do the learners learn a second language?
• What is the relation between anxiety and motivation in second language
learning?
• What are the barriers to learning that can also be found in any negative
feelings that a learner has about the language?
8. THE ACQUISITION-LEARNING HYPOTHESIS
• Main idea(s) as proposed by Krashen
• How do the learners learn a second language?
• What is acquired system and learned system?
• What are the differences from acquisition and learning?
9. THE MONITOR HYPOTHESIS
• Main idea(s) as proposed by Krashen
• When is this best used?
• What are the three conditions required by the Monitor?
• How do the learners learn a second language?
10. THE NATURAL ORDER HYPOTHESIS
• Main idea(s) as proposed by Krashen
• How do the learners learn a second language?
• How are mistakes viewed in this hypothesis?
• What is combined model of acquisition and production as proposed by
Krashen’s (1982) The Input Hypothesis Model in L2 Learning and
Production?
11. CRITICISMS ON KRASHEN’S MONITOR MODEL
• The Acquisition-Learning Theory cannot be tested empirically. Because
acquisition is more subconscious and learning is relatively more conscious, it
is difficult or even impossible to test the hypothesis empirically and
comprehensively. It can be argued that acquisition and learning are not
separate. Acquired language can become learnt knowledge. Once learnt
knowledge is practised, it may reach a level of automatization that equates
to acquired knowledge, being available in in spontaneous ‘unconscious’
conversation.
• The Monitor Model does not explain the cognitive processes that underlie
acquisition and learning. Thus, the Monitor Model is a ‘black box’ theory of
language acquisition. It does not specify what goes on in the cognitive
process to explain second language acquisition.
12. CRITICISMS ON KRASHEN’S MONITOR
MODE
• Another line of criticism concerns the Monitor Hypothesis.
• In reality, is there a distinction between rule application (as in the
Monitoring Device) and having a subconscious feel for what is right and
wrong in a communication situation?
• Is there an underlying ability that makes people aware of the correctness
or incorrectness of their language communication?
• The theory needs extending to explain variability between individuals in
language learning.
13. IMPLICATIONS FOR TEACHING
• Krashen’s Monitor Model has its implications for ESL/EFL teaching. Input
hypothesis focuses on comprehensible input at “i + 1” level. To enable
learners to advance in language acquisition, teachers need to expose
them to large amounts of authentic language. The language need not be
specifically graded in terms grammatical progression, but adapted to the
students’ interests and purposes for learning the language.
• A wide variety of input, supported by visual cues and realia should be
contextualized in a way that the learner can understand a large amount
of spoken or written language.
14. IMPLICATIONS FOR TEACHING
• According to Krashen comprehension precedes production. As such, L2
learners often go through an initial Silent Period. Teachers should
provide
• time for silent period to allow learners to build up acquired competence
in a language before they begin to produce it.
• In line with the Affective Filter Hypothesis, language acquisition should
be done in relaxing and friendly conditions. Affective-humanistic
activities such as dialogues, interviews, personal charts and tables are
encouraged.
15. REFERENCE
• Krashen, S. (1982) Principles and practices of second language
acquisition. Oxford: Pergamon Press.
• Krashen, S. (1981) Second language acquisition and second language
learning. Oxford: Pergamon Press.
