The document discusses language acquisition versus learning a language. It summarizes Krashen's Natural Approach theory, which has 5 main hypotheses: 1) Acquisition-Learning Hypothesis, 2) Natural Order Hypothesis, 3) Input Hypothesis, 4) Monitor Hypothesis, and 5) Affective Filter Hypothesis. The Natural Approach focuses on providing comprehensible input, a low-anxiety environment, and meaningful interaction to help students acquire a language naturally.

1. Language Acquisition
vs.
Learning a Language
Magda Enriquez-Beitler
One Click! Your Solution

2. Communication is a pre-requisite for learning

4. Linguistic
knowledge
Discussion
Metalinguistic
knowledge

5. The
Behaviorist
Model

6. The
Chomsky
Revolution

7. Several implications for instruction

8. 1 - The need for a Language
acquisition-rich environment.
2- The learner needs to communicate
and is pushed to communicate.
3 - There is abundant opportunity for
negotiating meaning.
4- There is abundant opportunity for
children to communicate in a social
context.

9. Krashen &
The Natural
Approach

10. Input
'interlanguage
+ 1' level = Comprehensible
Input
Krashen
focuses on Emotional
preparedness
for acquisition
to take place

11. THE NATURAL APPROACH
5 Hypothesis

12. 1
Acquisition-Learning Hypothesis
"There are two independent ways of
developing ability in second languages.
'Acquisition' is a subconscious process
identical in all important ways to the
process children utilize in acquiring their
first language, ... [and] ‘learning’... [which
is] a conscious process that results in
'knowing about' [the rules of] language"
(Krashen 1985:1).

13. 2 Natural Order Hypothesis
The acquisition of grammatical
structures proceeds in a predicted
progression. Certain grammatical
structures or morphemes are
acquired before others in L1
acquisition and there is a similar
natural order in L2

14. 3 Input Hypothesis
People acquire language
best by understanding
input that is a little
beyond their present level
of competence

15. 4 Monitor Hypothesis
. Second language learners have two means for internalizing the
target language:
1 - 'acquisition' which is a subconscious and intuitive process of
constructing the system of a language.
2 - conscious learning process in which learners attend to form,
figure out rules and are generally aware of their own process.
The 'monitor' should play a minor role editing and making alterations
or corrections as they are consciously perceived. Students should do

16. 5 Affective Filter Hypothesis
The learner's emotional state is like an
adjustable filter which freely passes or
hinders input necessary to acquisition.
The filter is 'affective' because the
factors which regulate its strength are
self-confidence, motivation and anxiety
state

17. Characteristics of an Effective Program

18. Supportive
whole-school
contexts
High expectations for
language minority students
Frequent
student
interaction

19. Teachers with
high commitment
Intensive staff
development programs
Expert instructional
leaders and teachers

20. Emphasis on
functional communication
Organization
of the instruction

21. Principals supportive
of their instructional
staff and of teacher
autonomy

22. Involvement
of majority
and minority
parents

23. The ESL Classroom

24. Teachers use English as the medium for
providing content area instruction,
Teachers adapt their language to the
proficiency level of the students.
There are abundant opportunities for
teachers and students to negotiate
meaning.

25. Teachers use gestures and visual
aids to help students understand.
Instruction focuses on content
rather than language.

26. Principles operating
in an ESL classroom

27. Focus is on meaning rather than
on form. There is no overt error
correction. Linguistic modifications,
such as simplified or caretaker
speech and controlled vocabulary
and sentence length are used.

28. Subject matter concepts are
presented using contextual
clues, such as demonstrations,
experiments, and map
activities, to help convey
meaning

29. Conversational interaction
is interesting and relevant
to the students

30. Components of an ESL Lesson

31. Students are allowed a
pre-speech stage or silent
period and do not have to
speak until they are ready (
Krashen and Terrell 1983,
Krashen 1984, 1985).

32. All instruction is in English and is
simplified to ensure comprehension.
Simple sentences are used with a
set of already developed standard
directions
Vocabulary is controlled

33. The teacher should speak at his/her
normal rate of speech, the pauses
between sentence boundaries (i.e.,
where there would be a comma,
period, or question mark if speech
were written down) can be
lengthened slightly. .
Emphasis is on the development of
reading, writing, and thinking skills.