The document discusses the work and theories of Stephen Krashen, a linguist and researcher. It summarizes several of Krashen's influential theories on second language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter hypothesis, and the natural order hypothesis. It also discusses Krashen's views on topics like comprehensible input, sheltered instruction, and the role of error correction in language learning.
1. The Acquisition-Learning hypothesis
According to Krashen, there are two ways of developing language ability. Acquisition involves the subconscious acceptance of knowledge where information is stored in the brain through the use of communication; this is the process used for developing native languages. Learning, on the other hand, is the conscious acceptance of knowledge ‘about’ a language (i.e. the grammar or form). Krashen states that this is often the product of formal language instruction.
2. The Monitor hypothesis
This hypothesis further explains how acquisition and learning are used; the acquisition system, initiates an utterance and the learning system ‘monitors’ the utterance to inspect and correct errors. Krashen states that monitoring can make some contribution to the accuracy of an utterance but its use should be limited. He suggests that the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down and focus more on accuracy as opposed to fluency.
3. The Natural Order hypothesis
According to Krashen, learners acquire parts of language in a predictable order. For any given language, certain grammatical structures are acquired early while others are acquired later in the process. This hypothesis suggests that this natural order of acquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence.
4. The Input hypothesis
This hypothesis suggests that language acquisition occurs when learners receive messages that they can understand, a concept also known as comprehensible input. However, Krashen also suggests that this comprehensible input should be one step beyond the learner’s current language ability, represented as i + 1, in order to allow learners to continue to progress with their language development.
5. The Affective Filter hypothesis
According to Krashen one obstacle that manifests itself during language acquisition is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent learning. This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain. According to Krashen the affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress.
6. The Reading Hypothesis
This hypothesis basically states that the more we read in a SL the greater our vocabulary will be.
1. The Acquisition-Learning hypothesis
According to Krashen, there are two ways of developing language ability. Acquisition involves the subconscious acceptance of knowledge where information is stored in the brain through the use of communication; this is the process used for developing native languages. Learning, on the other hand, is the conscious acceptance of knowledge ‘about’ a language (i.e. the grammar or form). Krashen states that this is often the product of formal language instruction.
2. The Monitor hypothesis
This hypothesis further explains how acquisition and learning are used; the acquisition system, initiates an utterance and the learning system ‘monitors’ the utterance to inspect and correct errors. Krashen states that monitoring can make some contribution to the accuracy of an utterance but its use should be limited. He suggests that the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down and focus more on accuracy as opposed to fluency.
3. The Natural Order hypothesis
According to Krashen, learners acquire parts of language in a predictable order. For any given language, certain grammatical structures are acquired early while others are acquired later in the process. This hypothesis suggests that this natural order of acquisition occurs independently of deliberate teaching and therefore teachers cannot change the order of a grammatical teaching sequence.
4. The Input hypothesis
This hypothesis suggests that language acquisition occurs when learners receive messages that they can understand, a concept also known as comprehensible input. However, Krashen also suggests that this comprehensible input should be one step beyond the learner’s current language ability, represented as i + 1, in order to allow learners to continue to progress with their language development.
5. The Affective Filter hypothesis
According to Krashen one obstacle that manifests itself during language acquisition is the affective filter; that is a 'screen' that is influenced by emotional variables that can prevent learning. This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain. According to Krashen the affective filter can be prompted by many different variables including anxiety, self-confidence, motivation and stress.
6. The Reading Hypothesis
This hypothesis basically states that the more we read in a SL the greater our vocabulary will be.
The influence of Stephen Krashen on language education research and practice is undeniable. First introduced over 20 years ago, his theories are still debated today. In 1983, he published The Natural Approach with Tracy Terrell, which combined a comprehensive second language acquisition theory with a curriculum for language classrooms. The influence of Natural Approach can be seen especially in current EFL textbooks and teachers resource books such as The Lexical Approach (Lewis, 1993). Krashen’s theories on second language acquisition have also had a huge impact on education in the state of California, starting in 1981 with his contribution to Schooling and language minority students: A theoretical framework by the California State Department of Education (Krashen 1981). Today his influence can be seen most prominently in the debate about bilingual education and perhaps less explicitly in language education policy: The BCLAD/CLAD teacher assessment tests define the pedagogical factors affecting first and second language development in exactly the same terms used in Krashen’s Monitor Model (California Commission on Teacher Credentialing, 1998).
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Learning a Second Language includes a variety of abilities that must be integrated in order to achieve one simple goal: Communication in another language.
Reading and Writing are two of four important skills that lead to language acquisition.
In this presentation you'll learn why...
The influence of Stephen Krashen on language education research and practice is undeniable. First introduced over 20 years ago, his theories are still debated today. In 1983, he published The Natural Approach with Tracy Terrell, which combined a comprehensive second language acquisition theory with a curriculum for language classrooms. The influence of Natural Approach can be seen especially in current EFL textbooks and teachers resource books such as The Lexical Approach (Lewis, 1993). Krashen’s theories on second language acquisition have also had a huge impact on education in the state of California, starting in 1981 with his contribution to Schooling and language minority students: A theoretical framework by the California State Department of Education (Krashen 1981). Today his influence can be seen most prominently in the debate about bilingual education and perhaps less explicitly in language education policy: The BCLAD/CLAD teacher assessment tests define the pedagogical factors affecting first and second language development in exactly the same terms used in Krashen’s Monitor Model (California Commission on Teacher Credentialing, 1998).
Among all the methods and approaches to language teaching there is one that may not have a strong basis on its Theory of Language but an excellent background on its Theory of Learning, the Natural Approach, based on the principles of the Theory of Language Acquisition proposed by Stephen Krashen.
Learning a Second Language includes a variety of abilities that must be integrated in order to achieve one simple goal: Communication in another language.
Reading and Writing are two of four important skills that lead to language acquisition.
In this presentation you'll learn why...
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2. He is professor emeritus Most recently, Krashen
at the University of promotes the use of free
Southern California,[who voluntary reading during
moved from the second language
linguistics department to acquisition, which he
the faculty of the School says "is the most
of Education in 1994. He powerful tool we have in
is a linguist, educational language education, first
and researcher. and second."
Dr. Krashen has published more than 350 papers and books,
contributing to the fields of second language acquisition, bilingual
education, and reading. He is credited with introducing various
influential concepts and terms in the study of second language
acquisition, including the acquisition-learning hypothesis, the
input hypothesis, the monitor hypothesis, the affective filter, and
the natural order hypothesis.[
3. The acquisition-learning hypothesis,
The input hypothesis,
The monitor hypothesis,
The affective filter,
The natural order hypothesis.
4. According to Stephen Krashen's acquisition-
learning hypothesis, there are two independent
ways in which we develop our linguistic skills:
acquisition and learning.
5. Acquisition
Acquisition of language is a subconscious process of which the individual
is not aware.
According to Krashen, both adults and children can subconsciously
acquire language, and either written or oral language can be acquired.
Acquisition requires meaningful interaction in the target language, during
which the acquirer is focused on meaning rather than form.
6. Learning
Learning a language, on the other hand, is a conscious process, much like what
one experiences in school.
New knowledge or language forms are represented consciously in the learner's
mind, frequently in the form of language "rules" and "grammar" and the process
often involves error correction.
Language learning involves formal instruction, and according to Krashen, is less
effective than acquisition
7. Talking (output) is not practicing
Krashen stresses yet again that speaking in the target language does not result in
language acquisition.
When enough comprehensible input is provided, i+1 is present
That is to say, that if language models and teachers provide enough
comprehensible input, then the structures that acquirers are ready to learn will be
present in that input.
The teaching order is not based on the natural order
Instead, students will acquire the language in a natural order by receiving
comprehensible input.
8. If i represents previously acquired linguistic competence and extra-
linguistic knowledge, the hypothesis claims that we move from i to
i+1 by understanding input that contains i+1.
Extra-linguistic knowledge includes our knowledge of the world and
of the situation, that is, the context. The +1 represents new
knowledge or language structures that we should be ready to
acquire.
9. Beginning level
Class time is filled with comprehensible oral input
Teachers must modify their speech so that it is comprehensible
Demands for speaking (output) are low; students are not forced to
speak until ready
Grammar instruction is only included for students high school age
and older
10. Intermediate level
Sheltered subject-matter teaching that uses modified
academic texts to provide comprehensible input.
Sheltered subject matter teaching is not for beginners or
native speakers of the target language.
In sheltered instruction classes, the focus is on the
meaning, and not the form.
11. The monitor hypothesis asserts that a learner's learned
system acts as a monitor to what they are producing.
Self-correction occurs when the learner uses the Monitor
to correct a sentence after it is uttered.
12. According to Krashen, for the Monitor to be successfully
used, three conditions must be met:
The acquirer/learner must know the rule
The acquirer must be focused on correctness
The acquirer/learner must have time to use the monitor
13. There are many difficulties with the use of the monitor, making the monitor
rather weak as a language tool.
Knowing the rule:
Furthermore, every rule of a language is not always included in a text nor taught
by the teacher
Having time to use the monitor:
14. The rules of language make up only a small portion of our language competence:
Due to these difficulties, Krashen recommends using the monitor at times
when it does not interfere with communication, such as while writing.
15. The affective filter is an impediment to learning or acquisition
caused by negative emotional ("affective") responses to one's
environment. It is a hypothesis of second language acquisition
theory, and a field of interest in educational psychology.
16. Major components of the hypothesis certain emotions, such as
anxiety,
self-doubt
mere boredom
Interfere with the process of acquiring a second language.
17. It suggested that the acquisition of grammatical structures follows a 'natural order'
which is predictable.
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.
18. The sociocultural theory (SCT), based on Vygotskian thoughts, claims that
language learning is a socially mediated process.
meaning-making in collaborative activity with other members of a given culture”
(Mitchell and Myles, 2004:200). Lantolf and Thorne (2007) defend that the
principles of the SCT can also apply to SLA. They explain that “SCT is grounded in
a perspective that does not separate the individual from the social
19. It is in the social world that the language learners observe others using language
and imitate them.
One of the main concepts borrowed from Vygotsky is ‘’, understood as the
assistance one learner gets from another person (e.g. teachers, relatives,
classmates) and which enables him or her to perform am learning task.
20. Connectionism seeks to explain SLA in terms of mental
representations and information processing while rejecting
the innate endowment hypothesis.
21. Any learning is understood as a matter of neural
networks. The networks learn in a Parallel Distributed
Processing (Rumelhart et al, 1986) where connections are
strengthened or weakened.
22. Language learning misunderstood as the processing of experience and
the repetition of experiences causing the strengthening of the
connections.
In contrast with the linearity of behaviorism, connectionism presupposes
that some mental processes can occur in a parallel or simultaneous way
and that knowledge is distributed among the various