Stephen krashen
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Stephen Krashen developed a theory of second language acquisition consisting of 5 main hypotheses: 1) Acquisition-Learning hypothesis distinguishes acquired implicit knowledge from learned explicit knowledge. 2) Natural Order hypothesis states language rules are acquired in a predictable order. 3) Monitor hypothesis describes how learned rules are used to edit language. 4) Input hypothesis emphasizes comprehensible input just beyond a learner's level. 5) Affective Filter hypothesis explains how affective variables like motivation and anxiety can help or hinder acquisition. Krashen's theory mapped out a "natural approach" to teaching language that focused on acquiring language through meaningful interaction and input at an appropriate level.
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What is Input Hypothesis
The document summarizes the Natural Approach developed by Krashen and Terrell in the late 1970s. The Natural Approach consists of five main hypotheses: 1) The Input Hypothesis which states that language is acquired through comprehensible input just beyond a learner's current level. 2) The Acquisition-Learning Hypothesis which distinguishes between acquired and learned systems. 3) The Monitor Hypothesis which describes the role of learning in speaking. 4) The Natural Order Hypothesis which claims humans acquire language rules in a predictable order. 5) The Affective Filter Hypothesis which posits that factors like motivation and self-confidence can impede or facilitate language acquisition.
2 theoretical approaches_to_l2 (1)
1) Second language acquisition theories must account for differences in learner characteristics and learning contexts between acquiring a first and second language.
2) Early theories like behaviorism emphasized imitation and habit formation but did not fully explain errors made by second language learners.
3) Innatist theories propose that humans possess an innate language acquisition device, and theories like Krashen's monitor model emphasize acquisition through comprehensible input over conscious learning.
Post method
This document discusses the post-method approach to teaching English as a foreign language. It begins by providing background on post-method and defining it as moving beyond a single prescribed method. The key characteristics of post-method are described as being constructivist and process-oriented rather than positivist and product-focused. The document then outlines the strategic framework of post-method, which includes maximizing learning opportunities and ensuring social relevance among other strategies. It concludes that post-method is a pedagogy that allows teachers to effectively combine strategies for optimal language instruction.
Krashen's Monitor Hypothesis Theory
Krashen's Monitor Model involves five hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between acquiring a language naturally versus learning it consciously. Language is acquired, not learned.
2) The Monitor Hypothesis states that conscious learning involves self-monitoring speech but only as a "fix-it" device after the message is produced.
3) The Natural Order Hypothesis suggests that grammatical structures are acquired in a predictable sequence, regardless of the learner's first language.
4) The Input Hypothesis claims that acquisition occurs when learners receive input that is comprehensible but contains structures at the next level of difficulty.
5) The Affect
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Learner differences in second language acquisition
1. aptitude
2. learning styles
3. language levels
4. individual variations
5. good learner characteristics
Krashen's Monitor Hypothesis Theory 3
1. Stephen Krashen is an expert in linguistics known for developing the Monitor Model theory of second language acquisition, which includes five main hypotheses about language acquisition.
2. The Acquisition-Learning Hypothesis proposes there are two ways to develop language skills: acquisition, which is implicit and subconscious, and learning, which is explicit and conscious.
3. The Monitor Hypothesis explains the relationship between acquisition and learning, with learning acting as an editor or monitor under certain conditions.
4. The Natural Order Hypothesis states that language rules are acquired in a predictable order, regardless of the order taught.
Language learning strategies
Specific actions taken by learners to make language learning easier, faster, more effective and transferable are called language learning strategies. These strategies manage and coordinate skills at a higher level and successful learners have developed a range of strategies to select the most appropriate for different problems. Direct strategies like memorizing, guessing meaning and rehearsal contribute directly to cognitive language learning, while indirect strategies bring learners closer to the target language through more input or practice opportunities.
Recommended
What is Input Hypothesis
The document summarizes the Natural Approach developed by Krashen and Terrell in the late 1970s. The Natural Approach consists of five main hypotheses: 1) The Input Hypothesis which states that language is acquired through comprehensible input just beyond a learner's current level. 2) The Acquisition-Learning Hypothesis which distinguishes between acquired and learned systems. 3) The Monitor Hypothesis which describes the role of learning in speaking. 4) The Natural Order Hypothesis which claims humans acquire language rules in a predictable order. 5) The Affective Filter Hypothesis which posits that factors like motivation and self-confidence can impede or facilitate language acquisition.
2 theoretical approaches_to_l2 (1)
1) Second language acquisition theories must account for differences in learner characteristics and learning contexts between acquiring a first and second language.
2) Early theories like behaviorism emphasized imitation and habit formation but did not fully explain errors made by second language learners.
3) Innatist theories propose that humans possess an innate language acquisition device, and theories like Krashen's monitor model emphasize acquisition through comprehensible input over conscious learning.
Post method
This document discusses the post-method approach to teaching English as a foreign language. It begins by providing background on post-method and defining it as moving beyond a single prescribed method. The key characteristics of post-method are described as being constructivist and process-oriented rather than positivist and product-focused. The document then outlines the strategic framework of post-method, which includes maximizing learning opportunities and ensuring social relevance among other strategies. It concludes that post-method is a pedagogy that allows teachers to effectively combine strategies for optimal language instruction.
Krashen's Monitor Hypothesis Theory
Krashen's Monitor Model involves five hypotheses about second language acquisition:
1) The Acquisition-Learning Hypothesis distinguishes between acquiring a language naturally versus learning it consciously. Language is acquired, not learned.
2) The Monitor Hypothesis states that conscious learning involves self-monitoring speech but only as a "fix-it" device after the message is produced.
3) The Natural Order Hypothesis suggests that grammatical structures are acquired in a predictable sequence, regardless of the learner's first language.
4) The Input Hypothesis claims that acquisition occurs when learners receive input that is comprehensible but contains structures at the next level of difficulty.
5) The Affect
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Learner differences in second language acquisition
1. aptitude
2. learning styles
3. language levels
4. individual variations
5. good learner characteristics
Krashen's Monitor Hypothesis Theory 3
1. Stephen Krashen is an expert in linguistics known for developing the Monitor Model theory of second language acquisition, which includes five main hypotheses about language acquisition.
2. The Acquisition-Learning Hypothesis proposes there are two ways to develop language skills: acquisition, which is implicit and subconscious, and learning, which is explicit and conscious.
3. The Monitor Hypothesis explains the relationship between acquisition and learning, with learning acting as an editor or monitor under certain conditions.
4. The Natural Order Hypothesis states that language rules are acquired in a predictable order, regardless of the order taught.
Language learning strategies
Specific actions taken by learners to make language learning easier, faster, more effective and transferable are called language learning strategies. These strategies manage and coordinate skills at a higher level and successful learners have developed a range of strategies to select the most appropriate for different problems. Direct strategies like memorizing, guessing meaning and rehearsal contribute directly to cognitive language learning, while indirect strategies bring learners closer to the target language through more input or practice opportunities.
EFL teachers: Revisiting methods and approaches in ELT education
This document discusses approaches to teaching English as a foreign language. It suggests that teachers should select a method but also adapt it to their local context. Teachers should develop their own personal approach or method over time by drawing on principles from different methods and their own practical experience. The document outlines options for educating EFL teachers, including familiarizing them with established methods, different methods with a focus on eclecticism, or a post-method pedagogy where teachers develop individual approaches through reflection and practice.
Post method era
This document discusses approaches and methods in language teaching. It defines approaches as having core theories about language learning but allowing for individual interpretation, while methods are more prescriptive. Several approaches and methods used in English language teaching are listed, such as communicative language teaching and audiolingualism. The document also notes criticism of approaches and methods for being too rigid and not accounting for contextual factors. It advocates studying approaches and methods selectively while focusing on curriculum development informed by research.
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.
The intake hypothesis
The document discusses the concept of intake in second language acquisition. It defines intake as the part of input that is processed and used for grammar building. There is no consensus on the exact definition of intake, with some like Krashen considering it synonymous with comprehensible input. Intake is influenced by individual factors like age and anxiety, as well as affective factors like attitude, learning strategies, knowledge of both the first and second languages, and environmental factors. The intake process involves linguistic and cognitive mechanisms like inferencing, implicit and explicit knowledge development, and restructuring.
Krashen's Hypotheses on L2 Acquisition
Krashen's Monitor Model proposes five hypotheses about second language acquisition: 1) Acquisition-Learning Hypothesis, 2) Natural Order Hypothesis, 3) Monitor Hypothesis, 4) Input Hypothesis, and 5) Affective Filter Hypothesis. The Monitor Hypothesis suggests that learned grammatical rules are used to edit and modify language output. However, critics argue that the acquisition-learning distinction is unreliable and difficult to empirically test. They also note limitations in how the model accounts for factors like rule application, reception of utterances, and variability in learner output.
Lexical approach
The lexical approach focuses on vocabulary acquisition through learning multi-word lexical chunks rather than individual words. It views fluency as being based on prefabricated lexical items. The key principles are that lexis plays a primary role in language learning, lexis includes more than just single words and includes word combinations, and chunks of language make up a significant part of natural language use. The teacher's role is to provide input and scaffolding to help students discover patterns themselves. Materials include authentic language samples and computer corpora.
Principles of language learning and teaching
The document discusses several theories of language acquisition and second language learning. It addresses the behaviorist view that language is acquired through conditioning as well as the nativist view that humans are born with an innate language acquisition device. It also discusses factors that affect second language acquisition like age, motivation, and quality of instruction. Finally, it mentions different components of communicative competence involved in language learning like grammatical, discourse, and sociolinguistic competence.
Lexical approach
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
An Overview of Syllabuses in English Language Teaching
This document provides an overview of different types of syllabuses used in English language teaching. It describes 13 different syllabus types: procedural, cultural, situational, skill-based, structured/formal, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical. Each type has a different focus, such as tasks, culture, situations, skills, or lexical items. The document notes that no single syllabus is appropriate for every learner and that syllabuses are often combined to meet different needs. It poses questions about which types may be most beneficial for language learners and whether a more flexible or pre-outlined approach is preferable.
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.
Natural approach
one of the methods of language teaching, the natural approach was developed in the early 1980s by Krashen and Terrel
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Sociocultural theory and SLA
This document defines key concepts in sociocultural theory and its application to second language acquisition (SLA). It discusses culture, community, identity, and how learning occurs through participation in communities of practice. Sociocultural theory views SLA as a social process influenced by cultural and historical contexts. Implications include better understanding power dynamics and reconceptualizing good language learners as agents who invest in language. Limitations include little research in foreign language contexts versus immigrant contexts.
Intro. to Linguistics_16 Psycholinguistics 2 (Language Acquisition)
Edi Brata discusses language acquisition in three sessions:
1) First language acquisition - Children acquire language naturally through exposure and without formal teaching. Nativist theories posit an innate language acquisition device.
2) Second language acquisition - Similar to first language but with native language interference. Requires sufficient exposure and practice using the new language.
3) Foreign language acquisition - Children can acquire any language like L1 if the environment provides sufficient exposure and use, though adults face disadvantages like a lack of a critical period. Both children and adults learn via similar cognitive mechanisms.
Approaches to Language Teaching
1. The document discusses several approaches to language teaching including grammar-translation, audio-lingualism, cognitive-code, direct method, natural approach, total physical response, and suggestopedia.
2. It also discusses alternatives to methods for language teaching including conversation, pleasure reading, using subject matter for language teaching, and evidence from immersion programs.
3. Testing, materials, field testing of materials, and the language laboratory are also addressed as well as some problems in language acquisition and curriculum design.
Fild dependence independence
Learning styles refer to cognitive, affective, and physiological traits that indicate how learners perceive and process new information. They depend on factors like ambiguity tolerance, reflectiveness, and field independence. A person's response to an unfamiliar situation, like arriving in a foreign country late at night, will be influenced by their predominant learning styles and cognitive predispositions. Learning styles are thought to link personality and cognition, and represent relatively stable indicators of how someone interacts with and responds to their learning environment.
Second Language Learning
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
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.
Task based language teaching
Task-based language teaching focuses on having students complete meaningful tasks using the target language. There are two types of syllabi - synthetic which focuses on grammar structures, and analytic which focuses on the purposes of communication. Effective tasks have clear outcomes, require students to communicate, and involve planning or problem solving like creating a travel itinerary. Tasks should allow students to complete them through negotiation and interaction without direct help from the teacher. Teachers observe students, note errors, and design new tasks to address problems. The goal is to engage students in purposeful communication through task-based activities.
Input and Interaction in second language learning
It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
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.
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.
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Post method era
This document discusses approaches and methods in language teaching. It defines approaches as having core theories about language learning but allowing for individual interpretation, while methods are more prescriptive. Several approaches and methods used in English language teaching are listed, such as communicative language teaching and audiolingualism. The document also notes criticism of approaches and methods for being too rigid and not accounting for contextual factors. It advocates studying approaches and methods selectively while focusing on curriculum development informed by research.
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.
The intake hypothesis
The document discusses the concept of intake in second language acquisition. It defines intake as the part of input that is processed and used for grammar building. There is no consensus on the exact definition of intake, with some like Krashen considering it synonymous with comprehensible input. Intake is influenced by individual factors like age and anxiety, as well as affective factors like attitude, learning strategies, knowledge of both the first and second languages, and environmental factors. The intake process involves linguistic and cognitive mechanisms like inferencing, implicit and explicit knowledge development, and restructuring.
Krashen's Hypotheses on L2 Acquisition
Krashen's Monitor Model proposes five hypotheses about second language acquisition: 1) Acquisition-Learning Hypothesis, 2) Natural Order Hypothesis, 3) Monitor Hypothesis, 4) Input Hypothesis, and 5) Affective Filter Hypothesis. The Monitor Hypothesis suggests that learned grammatical rules are used to edit and modify language output. However, critics argue that the acquisition-learning distinction is unreliable and difficult to empirically test. They also note limitations in how the model accounts for factors like rule application, reception of utterances, and variability in learner output.
Lexical approach
The lexical approach focuses on vocabulary acquisition through learning multi-word lexical chunks rather than individual words. It views fluency as being based on prefabricated lexical items. The key principles are that lexis plays a primary role in language learning, lexis includes more than just single words and includes word combinations, and chunks of language make up a significant part of natural language use. The teacher's role is to provide input and scaffolding to help students discover patterns themselves. Materials include authentic language samples and computer corpora.
Principles of language learning and teaching
The document discusses several theories of language acquisition and second language learning. It addresses the behaviorist view that language is acquired through conditioning as well as the nativist view that humans are born with an innate language acquisition device. It also discusses factors that affect second language acquisition like age, motivation, and quality of instruction. Finally, it mentions different components of communicative competence involved in language learning like grammatical, discourse, and sociolinguistic competence.
Lexical approach
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
An Overview of Syllabuses in English Language Teaching
This document provides an overview of different types of syllabuses used in English language teaching. It describes 13 different syllabus types: procedural, cultural, situational, skill-based, structured/formal, multi-dimensional, task-based, process, learner-led, proportional, content-based, notional/functional, and lexical. Each type has a different focus, such as tasks, culture, situations, skills, or lexical items. The document notes that no single syllabus is appropriate for every learner and that syllabuses are often combined to meet different needs. It poses questions about which types may be most beneficial for language learners and whether a more flexible or pre-outlined approach is preferable.
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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.
Natural approach
one of the methods of language teaching, the natural approach was developed in the early 1980s by Krashen and Terrel
Notional functional syllabuses
The document discusses notional-functional syllabuses, which organize language learning around notions (general concepts) and functions (purposes of language use) rather than grammatical structures. It arose from dissatisfaction with traditional grammar-based syllabuses. Notional-functional syllabuses analyze language needs, are learner-centered, focus on authentic use, and emphasize fluency over accuracy. While innovative, they were criticized for difficulties grading functions and for finite inventories similar to grammar. The document concludes that effective language teaching incorporates both formal and functional elements.
Sociocultural theory and SLA
This document defines key concepts in sociocultural theory and its application to second language acquisition (SLA). It discusses culture, community, identity, and how learning occurs through participation in communities of practice. Sociocultural theory views SLA as a social process influenced by cultural and historical contexts. Implications include better understanding power dynamics and reconceptualizing good language learners as agents who invest in language. Limitations include little research in foreign language contexts versus immigrant contexts.
Intro. to Linguistics_16 Psycholinguistics 2 (Language Acquisition)
Edi Brata discusses language acquisition in three sessions:
1) First language acquisition - Children acquire language naturally through exposure and without formal teaching. Nativist theories posit an innate language acquisition device.
2) Second language acquisition - Similar to first language but with native language interference. Requires sufficient exposure and practice using the new language.
3) Foreign language acquisition - Children can acquire any language like L1 if the environment provides sufficient exposure and use, though adults face disadvantages like a lack of a critical period. Both children and adults learn via similar cognitive mechanisms.
Approaches to Language Teaching
1. The document discusses several approaches to language teaching including grammar-translation, audio-lingualism, cognitive-code, direct method, natural approach, total physical response, and suggestopedia.
2. It also discusses alternatives to methods for language teaching including conversation, pleasure reading, using subject matter for language teaching, and evidence from immersion programs.
3. Testing, materials, field testing of materials, and the language laboratory are also addressed as well as some problems in language acquisition and curriculum design.
Fild dependence independence
Learning styles refer to cognitive, affective, and physiological traits that indicate how learners perceive and process new information. They depend on factors like ambiguity tolerance, reflectiveness, and field independence. A person's response to an unfamiliar situation, like arriving in a foreign country late at night, will be influenced by their predominant learning styles and cognitive predispositions. Learning styles are thought to link personality and cognition, and represent relatively stable indicators of how someone interacts with and responds to their learning environment.
Second Language Learning
Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
Spolsky's Model of Language Learning
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.
Task based language teaching
Task-based language teaching focuses on having students complete meaningful tasks using the target language. There are two types of syllabi - synthetic which focuses on grammar structures, and analytic which focuses on the purposes of communication. Effective tasks have clear outcomes, require students to communicate, and involve planning or problem solving like creating a travel itinerary. Tasks should allow students to complete them through negotiation and interaction without direct help from the teacher. Teachers observe students, note errors, and design new tasks to address problems. The goal is to engage students in purposeful communication through task-based activities.
Input and Interaction in second language learning
It provides a detailed information on the role of input and interaction in second language learning, discussing different related hypotheses
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Stephen krashen
- 1. Stephen Krashen The natural approach to teaching & learning L2
- 2. A map of Australia before Cook
- 3. Krashen mapped a very educated guess
- 5. Krashen's theory of second language acquisition consists of five main hypotheses 1. the Acquisition-Learning hypothesis, 2. the Natural Order hypothesis, 3. the Monitor hypothesis, 4. the Input hypothesis, 5. and the Affective Filter hypothesis.
- 6. Map idea 1 – we need to acquire language
- 7. What’s the difference? Acquisition Learning implicit, subconscious explicit, conscious informal situations formal situations uses grammatical 'feel' uses grammatical rules depends on attitude depends on aptitude stable order of acquisition simple to complex order of learning
- 8. Map idea 2 – Natural order “we acquire the rules of language in a predictable order”
- 9. Map idea 3 – The Monitor we check, edit & correct according to what we have learned
- 10. The Monitor kicks in if 1. we have time 2. focus on correct form 3. we know the rules Then we check, edit, correct
- 11. Input Comprehensible input i = current level i+1 i + …. Acquires a second language Input Input too difficult i = current level i + 1 i+5 Map idea 4 - THE INPUT HYPOTHESIS Give me something I can understand Well actually, a little bit more than I understand (I + 1)
- 12. Some similarities to Vygotsky’s Zone of Proximal Development
- 13. Map idea 5 – the Affective Filter self-confidence, motivation, anxiety affect learning
- 15. The 5 map ideas
- 16. Of course Krashen’s map was not perfect but neither was Cook’s. (e.g. Tasmania!)
- 17. Krashen drew a new map for English teaching – the natural approach