Krashen's five hypotheses
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Krashen's L2 Acquisition Theory proposes five main hypotheses about second language acquisition: 1. The Acquisition-Learning Hypothesis distinguishes between subconscious acquisition and conscious learning, positing that acquisition is more important and is facilitated by comprehensible input. 2. The Natural Order Hypothesis claims that grammar structures are acquired in a predictable order, which may differ between first and second languages. 3. The Monitor Hypothesis describes the limited role of learning as a "monitor" or editor, only used when speaking or writing with time and focus on form. 4. The Input Hypothesis states that language is acquired through comprehensible messages that are slightly above one's current
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The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
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Stephen Krashen's L2 Acquisition Theory outlines 5 main hypotheses about second language acquisition: 1) The Acquisition-Learning Hypothesis distinguishes between acquired, subconscious knowledge and learned, conscious knowledge. 2) The Natural Order Hypothesis claims grammar structures are acquired in a predictable order. 3) The Monitor Hypothesis states that acquired knowledge is primary, while learned knowledge acts as a monitor for conscious editing. 4) The Input Hypothesis argues we acquire language through comprehensible input just beyond our current level. 5) The Affective Filter Hypothesis posits factors like motivation and anxiety can raise or lower students' affective filters, impacting acquisition.
Input and Interaction in second language learning
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- Chomsky's theory focuses on linguistic competence rather than pragmatic or communicative competence in real-world language use.
- Innatist theories view language learning as driven by innate, neurological mechanisms rather than behaviorist learning principles. This framework has influenced approaches to teaching second languages.
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Stephen Krashen's L2 Acquisition Theory outlines 5 main hypotheses about second language acquisition: 1) The Acquisition-Learning Hypothesis distinguishes between acquired, subconscious knowledge and learned, conscious knowledge. 2) The Natural Order Hypothesis claims grammar structures are acquired in a predictable order. 3) The Monitor Hypothesis states that acquired knowledge is primary, while learned knowledge acts as a monitor for conscious editing. 4) The Input Hypothesis argues we acquire language through comprehensible input just beyond our current level. 5) The Affective Filter Hypothesis posits factors like motivation and anxiety can raise or lower students' affective filters, impacting acquisition.
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The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
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Monitor Model Theory
This document summarizes Stephen Krashen's Monitor Model Theory of second language acquisition, which includes five main hypotheses:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious language acquisition and conscious language learning.
2) The Natural Order Hypothesis claims language is acquired in a predictable order regardless of teaching.
3) The Monitor Hypothesis describes the role of learned grammar rules in monitoring spoken output.
4) The Input Hypothesis states that language is acquired through comprehensible input at one's current level.
5) The Affective Filter Hypothesis proposes positive affect leads to more language acquisition by lowering the mental block to input.
Stephan Krashen's five hypotheses
Stephen Krashen developed five hypotheses about second language acquisition:
1. The Acquisition-Learning Hypothesis distinguishes natural language acquisition from conscious learning. Acquisition is unconscious while learning involves formal instruction and conscious learning of rules.
2. The Monitor Hypothesis states that acquired competence initiates utterances while learned competence acts as an editor. Over-reliance on editing can hinder language production.
3. The Natural Order Hypothesis posits that certain grammatical structures are acquired earlier than others in a predictable order regardless of factors like age or language.
4. The Input Hypothesis claims we acquire language by understanding input that is slightly beyond our current level of competence.
5.
Second language acquisition
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The recent history of second language learning research sla -presentation...
This document provides a summary of the major developments in second language learning research from the 1950s to the 1970s. It discusses key theories and models that emerged during this period, including: structuralism in the 1950s, which viewed language learning as acquiring speech habits; behaviourism in the 1950s-60s, which saw it as forming stimulus-response habits; first language acquisition research in the 1960s-70s, which looked at universal stages of development; error analysis and the concept of interlanguage in the 1970s, which viewed learner language as its own rule-governed system; Krashen's Monitor Model of the 1970s, including the acquisition-learning distinction and his input, natural order, monitor,
Interlanguage and interlanguage theory
Interlanguage theory is one of many theories which try to explain how second language in this context English is learnt and acquired by different learners. Interlanguage is the interim language a learner develops in the process of learning a second language and approximating toward target language.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
Inter language
1. The document discusses behaviourist and mentalist theories of second language acquisition. Behaviourism views language learning as habit formation through stimulus-response reinforcement, while mentalism posits an innate language acquisition device.
2. The concept of "interlanguage" is introduced, referring to a learner's unique linguistic system that draws on their first language but is also influenced by the target language. An interlanguage is rule-governed but permeable and transitional as a learner's grammar develops over time.
3. A computational model is presented where input is processed into intake and stored as L2 knowledge within the "black box" of the mind to produce learner output. This conceptualizes second language acquisition as analogous
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Second language acquisition in the classroom
This document discusses theories of second language acquisition, including behaviorism, cognitive theory, and creative construction theory. Behaviorism views language development as habit formation influenced by the first language. Cognitive theory sees acquisition as building knowledge systems that become automated through practice. Creative construction theory proposes that learners internally construct representations of the target language through listening and reading, with speech and writing being outcomes rather than causes of learning.
The monitor model
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
Second Language Acquisition: An Introduction
The document discusses various theories and hypotheses about second language acquisition, including Krashen's theories that acquisition requires meaningful interaction, occurs gradually through exposure to comprehensible input, and can be hindered by a high affective filter in the learner. It also explores the differences between natural and classroom environments for second language learning.
Krashen's theory on Second Language Acquisition
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
Group presentation krashen’s 5 hypotheses
Krashen's Monitor Model consists of 5 hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between conscious learning and subconscious acquisition of a language. Acquisition is more effective for developing fluency.
2) The Natural Order Hypothesis states that grammar rules are acquired in a predictable sequence.
3) The Input Hypothesis posits that language is acquired by understanding input just beyond one's current level.
4) The Monitor Hypothesis describes conscious learning as an "internal editor" to monitor speaking/writing. Effective monitoring requires time, focus, and rule knowledge.
5) The Affective Filter Hypothesis concerns socio-emotional variables like
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Larry Selinker introduced the concept of interlanguage in 1972, building on Corder's earlier work on language learners' errors. Interlanguage refers to the transitional rule-based linguistic system that language learners develop between their native language and the target language they are learning. It is accepted as a basic principle in the field of second language acquisition. A learner's interlanguage preserves features of their first language and can overgeneralize rules of the target language as they progress toward proficiency but have not yet mastered it.
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Major distinctions:
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Difference between acquisition and learning
Difference between explicit and implicit learning
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SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Interlanguage hypothesis
The interlanguage hypothesis proposes that second language learners develop their own language system, or "interlanguage", that is influenced by their native language and the target language they are learning. This interlanguage contains errors and patterns from both languages and evolves as the learner progresses. The hypothesis was introduced in the 1970s as an alternative to contrastive analysis for explaining second language acquisition. It views learner errors as part of a rule-governed developmental process rather than mother tongue interference.
Inter-language theory
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
second language acquisition
The document presents an overview of theories of second language acquisition (SLA). It discusses domains to consider in an SLA theory, including that SLA involves cognitive variations and is intertwined with culture learning. Several SLA theories are then summarized, including Krashen's Input Hypothesis with its sub-hypotheses, cognitive models focusing on attention and implicit/explicit knowledge, and Long's Interaction Hypothesis emphasizing the role of modified interaction between learners and native speakers. The theories represent innatist, cognitive, and social constructivist perspectives on SLA.
Learner differences in second language acquisition
1. aptitude
2. learning styles
3. language levels
4. individual variations
5. good learner characteristics
Comprehensible output hypothesis
The comprehensible output hypothesis was developed by Merrill Swain and states that language learning occurs when learners attempt to produce output and encounter gaps in their linguistic knowledge. This causes learners to modify their output as they learn. There are three functions of output: the noticing function where learners become aware of gaps, the hypothesis-testing function where learners test hypotheses through trial and error, and the metalinguistic function where learners reflect on and internalize language. The hypothesis argues that producing language, receiving feedback, and modifying output based on feedback helps learners acquire a second language.
Krashen monitor model
Krashen's theory of second language acquisition includes five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning, 2) The natural order hypothesis states that grammar is acquired in a predictable order, 3) The monitor hypothesis explains that conscious learning acts as an editor, 4) The input hypothesis argues that language is acquired through comprehensible input, and 5) The affective filter hypothesis posits that emotional variables can impede or facilitate language acquisition. Krashen's monitor model and hypotheses have significantly influenced second language teaching methods.
Monitor Model Theory
This document summarizes Stephen Krashen's Monitor Model Theory of second language acquisition, which includes five main hypotheses:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious language acquisition and conscious language learning.
2) The Natural Order Hypothesis claims language is acquired in a predictable order regardless of teaching.
3) The Monitor Hypothesis describes the role of learned grammar rules in monitoring spoken output.
4) The Input Hypothesis states that language is acquired through comprehensible input at one's current level.
5) The Affective Filter Hypothesis proposes positive affect leads to more language acquisition by lowering the mental block to input.
Stephan Krashen's five hypotheses
Stephen Krashen developed five hypotheses about second language acquisition:
1. The Acquisition-Learning Hypothesis distinguishes natural language acquisition from conscious learning. Acquisition is unconscious while learning involves formal instruction and conscious learning of rules.
2. The Monitor Hypothesis states that acquired competence initiates utterances while learned competence acts as an editor. Over-reliance on editing can hinder language production.
3. The Natural Order Hypothesis posits that certain grammatical structures are acquired earlier than others in a predictable order regardless of factors like age or language.
4. The Input Hypothesis claims we acquire language by understanding input that is slightly beyond our current level of competence.
5.
Second language acquisition
This is a presentation for my class Topics in linguistics and it is about to 2nd language acquisition
The recent history of second language learning research sla -presentation...
This document provides a summary of the major developments in second language learning research from the 1950s to the 1970s. It discusses key theories and models that emerged during this period, including: structuralism in the 1950s, which viewed language learning as acquiring speech habits; behaviourism in the 1950s-60s, which saw it as forming stimulus-response habits; first language acquisition research in the 1960s-70s, which looked at universal stages of development; error analysis and the concept of interlanguage in the 1970s, which viewed learner language as its own rule-governed system; Krashen's Monitor Model of the 1970s, including the acquisition-learning distinction and his input, natural order, monitor,
Interlanguage and interlanguage theory
Interlanguage theory is one of many theories which try to explain how second language in this context English is learnt and acquired by different learners. Interlanguage is the interim language a learner develops in the process of learning a second language and approximating toward target language.
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
Inter language
1. The document discusses behaviourist and mentalist theories of second language acquisition. Behaviourism views language learning as habit formation through stimulus-response reinforcement, while mentalism posits an innate language acquisition device.
2. The concept of "interlanguage" is introduced, referring to a learner's unique linguistic system that draws on their first language but is also influenced by the target language. An interlanguage is rule-governed but permeable and transitional as a learner's grammar develops over time.
3. A computational model is presented where input is processed into intake and stored as L2 knowledge within the "black box" of the mind to produce learner output. This conceptualizes second language acquisition as analogous
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This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Second language acquisition in the classroom
This document discusses theories of second language acquisition, including behaviorism, cognitive theory, and creative construction theory. Behaviorism views language development as habit formation influenced by the first language. Cognitive theory sees acquisition as building knowledge systems that become automated through practice. Creative construction theory proposes that learners internally construct representations of the target language through listening and reading, with speech and writing being outcomes rather than causes of learning.
The monitor model
Krashen's Monitor Model theorizes that second language is acquired similarly to first language acquisition. It involves two processes: acquisition, which is subconscious learning similar to a child's first language development, and learning, which is formal classroom instruction. The model also proposes that language is acquired in a natural order, is facilitated by comprehensible input, and can be filtered by affective factors like anxiety. While influential, the model has been criticized for its lack of empirical evidence and downplaying of output and grammar instruction.
Second Language Acquisition: An Introduction
The document discusses various theories and hypotheses about second language acquisition, including Krashen's theories that acquisition requires meaningful interaction, occurs gradually through exposure to comprehensible input, and can be hindered by a high affective filter in the learner. It also explores the differences between natural and classroom environments for second language learning.
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SLA ,Learning Theories , Second language Aquisition
SLA ,Learning Theories , Second language Aquisition
Learner differences in second language acquisition
Learner differences in second language acquisition
The recent history of second language learning research sla -presentation...
The recent history of second language learning research sla -presentation...
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Krashen's theory on Second Language Acquisition
Stephen Krashen transformed language teaching in the 1980s with his theory of second language acquisition, consisting of five hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. The acquisition-learning hypothesis distinguishes between subconscious acquisition and conscious learning. Acquisition occurs through meaningful interaction, while learning involves formal instruction. The monitor hypothesis explains that learned grammar can be used to monitor speaking when certain conditions are met.
Group presentation krashen’s 5 hypotheses
Krashen's Monitor Model consists of 5 hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between conscious learning and subconscious acquisition of a language. Acquisition is more effective for developing fluency.
2) The Natural Order Hypothesis states that grammar rules are acquired in a predictable sequence.
3) The Input Hypothesis posits that language is acquired by understanding input just beyond one's current level.
4) The Monitor Hypothesis describes conscious learning as an "internal editor" to monitor speaking/writing. Effective monitoring requires time, focus, and rule knowledge.
5) The Affective Filter Hypothesis concerns socio-emotional variables like
Krashen's Input Hypotheses
This document summarizes Stephen Krashen's Input Hypothesis of second language acquisition. The hypothesis proposes that acquisition occurs through comprehensible input that is slightly above a learner's current level. It also describes four other hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis. Criticisms of Krashen's hypotheses are outlined, including that they do not sufficiently distinguish between conscious and unconscious learning. The document also discusses Merrill Swain's Output Hypothesis, which argues that output also plays an important role in developing language proficiency.
Criticisms of krashen’s five hypotheses (full)
The document summarizes criticisms of Stephen Krashen's five hypotheses about second language acquisition. It discusses issues with Krashen's input hypothesis, affective filter hypothesis, acquisition-learning hypothesis, monitor hypothesis, and natural order hypothesis. Key criticisms include the difficulty of defining language levels, lack of evidence that increased input leads to acquisition, failure to explain individual differences in adult language learning, declining accessibility of the language acquisition device in adults, difficulties applying the monitor hypothesis in real-life usage, and evidence that second language acquisition order depends on an individual's first language.
Explaining second language learning
This document discusses several perspectives on second language learning:
1. The behaviorist perspective views language learning as habit formation through imitation and practice. However, it cannot account for creative language use or why errors resemble those of first language acquisition.
2. The cognitivist view sees learners actively constructing rules of the new language on their own. However, first language influence and inability to determine intended meaning limit this perspective.
3. The information processing view involves building up automatic linguistic knowledge over time through paying attention initially.
4. The critical period hypothesis suggests language must be learned before puberty for full mastery, though adults can learn syntax and vocabulary but not phonology without an accent.
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Slides from a lecture looking at language acquisition with a focus on the development of bilingualism.
Krashen
Stephen Krashen developed theories of second language acquisition that reject the central role of grammar instruction and emphasize communication and comprehensible input. His theories were influenced by Vygotsky's work on cognitive development and the zone of proximal development. Krashen proposed five main hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. According to Krashen, language is acquired through meaningful interaction and comprehensible input rather than formal instruction. The natural approach focuses on developing basic communication skills through activities that lower students' anxiety and increase comprehensible input, such as pictures, real-world tasks, and group work. However, some linguists disagree with Krashen's view and argue that formal instruction may be better
Krashen's Five Main Hypotheses
Krashen's theories of second language acquisition consist of five main hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. These hypotheses emphasize that acquisition is more important than learning, acquisition occurs through comprehensible input, and affective factors like anxiety and motivation can help or hinder acquisition. The Natural Approach developed by Krashen focuses on providing meaningful input through activities and realia to develop communicative skills in a low-anxiety environment.
Second Language Acquisition 631
The document discusses second language acquisition and provides information about:
1) It introduces the class and syllabus, discussing what second language acquisition refers to and the basic questions researchers seek to answer about the process.
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This document outlines theories of first and second language acquisition including behaviorist perspectives, Chomsky's theories of generative and universal grammar, and Krashen's 5 hypotheses of second language acquisition including the acquisition-learning distinction, natural order hypothesis, monitor hypothesis, input hypothesis, and affective filter hypothesis. It provides examples and implications of these theories to explain how language is acquired both naturally and through instruction.
Su2012 ss lg week two.full p pppt
This week's lesson will review theories of first language acquisition and compare them to theories of second language acquisition. Key theories to be discussed include behaviorism, cognitive perspectives, Chomsky's theory of generative grammar and universal grammar. Students will review first language development as a group and map key elements of second language acquisition theories in cooperative groups. Krashen's five hypotheses of second language acquisition will also be introduced, including the acquisition-learning hypothesis, natural order hypothesis, monitor hypothesis, input hypothesis, and affective filter hypothesis.
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This document discusses several theories of language acquisition including behaviorism, cognitivism, and constructivism. It specifically outlines Krashen's theory of second language acquisition which has five main hypotheses: acquisition-learning hypothesis, natural order hypothesis, monitor hypothesis, input hypothesis, and affective filter hypothesis. The document also discusses the differences between learning and acquisition, the role of comprehensible input, and suggested practices for teaching English language learners.
Monitor model theory krashen
Krashen developed five hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between acquired unconscious knowledge and learned conscious knowledge.
2) The Natural Order Hypothesis claims there is a predictable order in which people acquire language regardless of instruction.
3) The Monitor Hypothesis states that learned grammar can only be used to edit language production after it is generated.
4) The Input Hypothesis argues we acquire language by understanding input that is slightly beyond our current level.
5) The Affective Filter Hypothesis posits that factors like motivation and self-confidence can lower students' affective filters and help facilitate language acquisition.
Task 3 - Language Acquisition
This document summarizes Stephen Krashen's five hypotheses of second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between acquired, subconscious language and learned, conscious language.
2) The Natural Order Hypothesis states that language rules are acquired in a predictable order.
3) The Input Hypothesis posits that language is acquired by understanding input just beyond a learner's current level.
4) The Monitor Hypothesis describes the role of conscious learning and editing in language production.
5) The Affective Filter Hypothesis addresses how affective variables like anxiety and motivation impact acquisition.
Krashen Hypothesis (2).pptx
Krashen's five hypotheses on second language acquisition shifted the culture of language classrooms. The Acquisition-Learning Hypothesis proposes there are two independent ways to develop linguistic skills: acquisition, which is subconscious, and learning, which is conscious. The Input Hypothesis states that acquisition occurs when learners receive input just beyond their current level. The Monitor Hypothesis explains that acquired competence initiates utterances while learning edits for accuracy, but only under certain conditions. The Natural Order Hypothesis claims grammatical structures are acquired in a predictable order regardless of factors like age or language. Finally, the Affective Filter Hypothesis argues factors like anxiety and motivation can impede or facilitate language acquisition by raising or
Language adquisition 2
This document summarizes key concepts from second language acquisition theory, including Krashen's acquisition-learning distinction, natural order hypothesis, monitor hypothesis, input hypothesis, affective filter hypothesis, and factors that influence SLA such as language teaching, exposure, age, and acculturation. It describes hypotheses such as input containing structures a bit beyond the learner's current level and a low affective filter being necessary for acquisition. Exposure variables and age are presented as not directly causal but relating to SLA through comprehensible input and affective filter level.
More
This document discusses Stephen Krashen's Monitor Model and its five hypotheses about second language acquisition:
1. The Acquisition-Learning Hypothesis distinguishes between conscious learning and subconscious acquisition of a language.
2. The Natural Order Hypothesis states that language rules are acquired in a predictable sequence.
3. The Input Hypothesis posits that language is acquired through comprehensible input just beyond a learner's current level.
4. The Monitor Hypothesis describes conscious learning as an "monitor" that edits speaking or writing.
5. The Affective Filter Hypothesis proposes that acquisition occurs best when anxiety is low, motivation is high, and self-confidence strong.
The Natural approach
This a very detailed presentation about the Natural approach, which can help English Language teacher and applied linguistics students.
The Natural Approach
The Natural Approach is a language teaching method developed by Stephen Krashen and Tracy Terrell. It is based on theories of how natural language is acquired. Key principles include:
1) Language is acquired through understanding messages, not conscious learning of grammar rules.
2) Students should receive large amounts of comprehensible input through activities focused on meaning, not production.
3) A relaxed environment helps lower students' anxiety levels so they can acquire language more easily.
Second language acquisition
This document summarizes several theories of first and second language acquisition:
- Behaviorist theory proposed by Skinner viewed language as learned through reinforcement of behaviors. Piaget's cognitive theory saw language emerging from cognitive development and representation of knowledge. Vygotsky's socio-cultural theory emphasized the role of social interaction and the zone of proximal development.
- Theories of second language acquisition draw from first language acquisition research. Krashen's theory included five hypotheses, particularly the importance of a low affective filter. Lenneberg proposed a critical period for language acquisition. Chomsky viewed an innate universal grammar.
- Differences between first and second language acquisition include second language learners having prior language knowledge and more conscious learning,
First and Second Language: Theories of Language Learning & Theories
The distinction between First and Second Language and the different Theories of Language Learning & Language Acquisition.
Applied-linguistics-and sla
The document discusses theories of second language acquisition including Krashen's theory which consists of 5 hypotheses: 1) the acquisition-learning hypothesis, 2) the monitor hypothesis, 3) the natural order hypothesis, 4) the input hypothesis, and 5) the affective filter hypothesis. It also briefly mentions Swain's output hypothesis which posits that output promotes language learning. Additionally, it covers Cummins' common underlying proficiency theory and the differences between context-embedded and context-reduced communication.
Sla concepts
This document discusses concepts related to second language acquisition. It defines second language acquisition as how people learn a language other than their mother tongue, both inside and outside the classroom. It outlines Krashen's theory of acquisition/learning and explains key concepts like the input hypothesis, monitor hypothesis, affective filter, and comprehensible output. Examples of classroom activities that apply this theory are also mentioned.
Second Language Acquisition Theories
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
CTS-Academic: Module 2 session 2 theories of language learning
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.
Krashen's Monitor Hypothesis Theory 2
Krashen's Monitor Model has five main hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis proposes there are two independent systems - acquired and learned language. Acquired language is subconscious while learned is conscious.
2) The Monitor Hypothesis states that learned language is used as an editor or monitor of acquired language only in formal situations when focusing on correctness.
3) The Natural Order Hypothesis claims the rules of a second language are acquired in a predictable order, not taught order.
4) The Input Hypothesis argues we acquire language by understanding messages a little beyond our current skills.
5) The Affective Filter Hypothesis refers to affective variables
CTS-Academic: Module 2 session 1 theories of language
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.
Acquisition vs learning.
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.
ch. 10 - toward a theory of 2nd language acquisition revised new.pptx
This document summarizes key concepts and debates in theories of second language acquisition (SLA). It discusses:
1. Domains and generalizations that SLA theories should account for, such as age, cognition, native language, input, affective factors, and cultural learning.
2. Lightbown's 10 generalizations about SLA processes and Lightbown and Spada's myths about SLA.
3. Criteria for viable SLA theories proposed by Larsen-Freeman and Long, which emphasize accounting for variability, complexity, and non-linearity in the acquisition process.
4. Hot topics in SLA research, including debates around explicit/implicit learning, awareness,
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First and Second Language: Theories of Language Learning & Theories
First and Second Language: Theories of Language Learning & Theories
CTS-Academic: Module 2 session 2 theories of language learning
CTS-Academic: Module 2 session 2 theories of language learning
CTS-Academic: Module 2 session 1 theories of language
CTS-Academic: Module 2 session 1 theories of language
ch. 10 - toward a theory of 2nd language acquisition revised new.pptx
ch. 10 - toward a theory of 2nd language acquisition revised new.pptx
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The natural approach
The document summarizes Stephen Krashen's theory of second language acquisition, known as the Natural Approach. The key points of the theory are:
1) Language is acquired through meaningful interaction and communication, not through conscious learning of rules.
2) Comprehensible input in low-anxiety environments is most effective for acquisition. Students should not be forced to produce the language early on.
3) Adults have two ways to develop competence - acquisition, which is subconscious, and learning, which involves formal knowledge. Acquisition is more important for developing fluency.
language acquisition
Stephen Krashen is a well-known applied linguist whose work has significantly impacted second language education. He proposed five main hypotheses: 1) the Acquisition-Learning Hypothesis distinguishes natural language acquisition from formal instruction, 2) the Monitor Hypothesis describes the limited role of conscious learning in editing language use, 3) the Natural Order Hypothesis claims the acquisition of language follows a predictable order regardless of learner factors, 4) the Input Hypothesis states that acquisition occurs best through comprehensible input just beyond a learner's level, and 5) the Affective Filter Hypothesis posits that affective variables like motivation and anxiety impact a learner's ability to acquire a new language.
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Krashen's five hypotheses
- 1. Stephen Krashen’s L2 Acquisition Theory Compiled by Doris Shih
- 2. Outline for Today The acquisition-learning hypothesis The natural order hypothesis The monitor hypothesis The input hypothesis The affective filter hypothesis
- 3. What are the causative variables in second language acquisition?
- 4. For you, does language teaching really help? When does it help and when does it NOT help?
- 5. Effecting Variables Comprehensible input (causative) Strength of the filter (causative) Language teaching Exposure variable Age Acculturation
- 7. The Acquisition-Learning Hypothesis Acquisition = subconsciously picking up Learning = conscious • Error correction • Explicit instruction Children acquire language better than adults
- 8. The Natural Order Hypothesis Grammar structures are acquired in a predictable order L2 learning order is different from L1 order L2 learning adults and children show similar order
- 9. ING (progressive) PLURAL COPULA (“to be”) AUXILIARY ARTICLE IRREGULAR PAST REGULAR PAST SINGULAR (-s) POSSESSIVE (-s) The order for L2 learners (Krashen, 1977)
- 10. The Monitor Hypothesis Acquisition has the central role Learning functions as a Monitor 3 conditions needed to use Monitor • Time • Focus on form • Know the rule When Monitor is not used, errors are natural Pedagogically: study of grammar has a place, but a limited one
- 11. The Input Hypothesis We acquire by comprehensible input (i) + 1 Input Hypothesis relates to acquisition, not learning Focus not on structure but on understanding the message Do not teach structure deliberately; i+1 is provided naturally when input is understood Production ability emerges. It’s not taught directly
- 12. The Affective Filter Hypothesis Motivation Self-confidence Anxiety Lower affective filter will go further
- 13. Language Input Affective Filter Acquired Competence Language Acquisition Device The affective filter
- 14. Reference Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York, NY: Prentice Hall, 1987.