1. Paper Name : A English Language Teaching1
Assignment Topic : Krashen, five central hypothesis
Name: Solanki Pintu V
Sem : 3
Roll No : 29
Enrollment No: PG15101037
Email: solankipintu1991@gmail.com
Submitted to :
M.K. BHAVNAGAR UNIVERSITY
Department Of English
2. Stephen Krashen
About 25 years ago, a psychologist
named Stephen Krashen transformed
language teaching.
He had been developing his ideas over a
number of years, but several books he
published in the 1980s received
widespread acceptance.
3. ➔ According to Krashen’s acquisition-learning
hypothesis, there are two independent ways to
develop our linguistic skills: acquisition and
learning.
➔ This theory is at the core of modern language
acquisition theory, and is perhaps the most
fundamental of Krashen's theories on second
acquisition.
4. Krashen, five central
hypothesis
1.The Acquisition-Learning Hypothesis
2.The Monitor Hypothesis
3.The Natural Order Hypothesis
4.The Input Hypothesis
5.The Affective Filter Hypothesis
6. Claims
● Sometimes there is Acquisition without
Learning- people can speak without knowing
rules consciously
● Sometimes learning never becomes
acquisition- knows the rule but always breaks it
● No-one knows anywhere near all the rules
7. The Monitor Hypothesis
➔ Learning has only one function,
that is as a Monitor or editor
➔ Acquisition initiates the speaker’s
utterances and is responsible for
Fluency
8. 3 conditions for Monitor use
Time
Focus on form/ correctness
Know the rule
All these are problematic, difficult to
demonstrate
9. Krashen explained the individual
differences on the Monitor concept
1)Monitor over-users
2)Monitor under-users
3)Optimal monitor users
10. Adults vs. Children
✔ Children are
better learners
because they do
not use the
Monitor
11. Problems
Acquisition-learning distinction not clearly defined
The theory that learning will not become acquisition
can’t be tested empirically
It is only in the phonological development that children
do better!
We simply cannot unequivocally identify the source of
any utterance!
12. The Natural Order Hypothesis
We acquire rules in a predictable
order, some rules tending to come
early and others late.
The order of rules is not determined
by its simplicity and is independent of
the order in which rules are taught
13. The acquisition of grammatical structures
follows a “natural order” which is predictable.
English is perhaps the most studied language
as far as natural order hypothesis is concerned,
and of all structures of English, morphology is
the most studied.
14. Krashen believes that the implication of the
natural order hypothesis is not that our syllabi
should be based on the order found in the
studies.
The only instance in which the teaching of
grammar can result in language acquisition is
when the students are interested in the subject
and the target language is used as a medium of
instruction.
15. The Input Hypothesis
We acquire language only when we understand
language that contains structure that is “a little
beyond” where we are now.
This is possible because we use more than our
linguistic competence to help us understand.
16.
The input hypothesis says that we acquire by
“going for meaning” first, and as a result, we
acquire structure.
It also states that speaking fluency cannot be
taught directly. It emerges over time, on its
own.
17. The Input Hypothesis doesn’t
explain
➔ How learners progress form understanding to
acquisition
➔ What is “comprehensible input”, not clear
➔ …just beyond the syntactic complexity of what
he knows at present… - impossible to define
clearly
18. The Affective Filter Hypothesis
The Affective Filter hypothesis, embodies
Krashen's view that a number of 'affective
variables' play a facilitative, but non-causal, role
in second language acquisition.
These variables include: motivation, self-
confidence and anxiety.
19. Low motivation, low self-esteem, and
debilitating anxiety can combine to 'raise'
the affective filter and form a 'mental
block' that prevents comprehensible
input from being used for acquisition. In
other words, when the filter is 'up' it
impedes language acquisition.
20. Krashen claims that learners with high
motivation, self-confidence, a good
self-image, and a low level of anxiety
are better equipped for success in
second language acquisition.
21. Conclusion
The acquisition-learning hypothesis is
at the core of modern language
acquisition theory, and is perhaps the
most fundamental of Krashen's theories
on second acquisition.
