The document discusses Stephen Krashen's theory of second language acquisition, specifically: 1) It distinguishes between acquisition, which is a subconscious process of developing proficiency through meaningful communication, and learning, which is a conscious process of developing explicit grammatical rules. 2) Krashen's Input Hypothesis states that language is acquired by understanding input that is slightly beyond one's current linguistic competence. 3) The Affective Filter Hypothesis proposes that acquisition requires a low affective filter, meaning low anxiety, high motivation, and high self-confidence.

1. Profesora Estudiante
Aparicio Nahír Pérez Yicel

3. Teaching without
reference to
grammatical
analysis.
Central role of
COMPREHENSION.

4. A
C
It refers to an
Q unconscious process that
U involves the naturalistic
I development of language
S proficiency through
I understanding language
T and through using
I language to meaningful
O communication.
N
L
It refers to a process in
E which conscious rules
A about a language are
R developed. It results in
N explicit knowledge about
I the forms of a language
N and the ability to
G verbalize this knowledge.

5. The learning system performs the role of the
'monitor' or the 'editor'. Conscious learning can
function only as monitor or editor that checks and
repairs the output of the acquired system.
Three conditions limit the
successful use of the monitor
Focus on Knowledge
Time
form of rules

6. it is based on research findings, which
suggested that the acquisition of grammatical
structures follows a 'natural order' which is
predictable. Some grammatical structures are
acquired before others for instance, the present
tense is acquired before the past tense.

7. The The learner improves
relationship The hypothesis relates when he/she receives
to acquisition and not second language
between to learning. 'input' that is one step
what the beyond his/her current
learner is stage of linguistic
Four main competence.
exposed to issues
of a
The ability to speak
language fluently cannot be People acquire
(the input) taught directly; language best by
rather, it “emerges” being exposed to input
and after s/he has built up that is slightly above
language linguistic competence their current level of
by understanding competence.
acquisition. input.

8. Krashen considers the learner’s emotional state or
attitudes as an adjustable filter that passes, impedes or
blocks the input necessary to acquisition. A low affective
filter is desirable, since it impedes or block less of this
necessary input. There are three kinds of affective or
altitudinal variables. and.
Motivation
Self-confidence
Anxiety

9. The Natural Approach is for beginners and is
designed to help them become intermediates.
It has the expectation that students will be able
to function adequately in the target language.
They should be able to make the meaning clear
but not necessary be accurate in all details of
grammar.
It is important to communicate to learners what
they can expect of a course as well as what
they should not expect.

10. Comprehensible input is presented in the target
language, using:
• TPR (James Asher)
• Mimes, gestures, use of context.
• Group work activities.
• Whatever minimizes learner’s anxiety and
maximizes learner self-confidence.

11. The language acquirer is seen as a processor of
comprehensible input. Learners’ roles are seen to
change according to their stage of linguistic
development.
Speech-emergent phase
Early-production stage
Pre-production stage
students students students
participate in respond to involve
the language familiar themselves in
activity without questions, fixe role-play and
having to d games, and
respond in the conversation. participate in
target group
language. problem-
solving.

12. • The teacher is primary source of
comprehensible input in the target
language
• The teacher creates a classroom
atmosphere that is interesting,
friendly and in which there is a
low affective filter for learning.
• The teacher chooses a rich mix of
classroom activities.
• The teacher is responsible for
collecting materials and designing
their use.