krashens five hypotheses
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Stephen Krashen’s L2 Acquisition Theory
Compiled by Doris Shih
Outline for Today
The acquisition-learning hypothesis The natural order hypothesis The monitor hypothesis The input hypothesis The affective filter hypothesis
What are the causative variables in second language acquisition?
For you, does language teaching really help? When does it help and when does it NOT help?
Effecting Variables
Comprehensible input (causative) Strength of the filter (causative) Language teaching Exposure variable Age Acculturation
The Acquisition-Learning Hypothesis Acquisition = subconsciously picking up Learning = conscious
• Error correction• Explicit instruction
Children acquire language better than adults
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
ING (progressive)PLURAL
COPULA (“to be”)
AUXILIARYARTICLE
IRREGULAR PAST
REGULAR PASTSINGULAR (-s)
POSSESSIVE (-s)
The order for L2 learners (Krashen, 1977)
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
The Input Hypothesis
We acquire by comprehensible input (i) + 1 Input Hypothesis relates to acquisition, not learnin
g Focus not on structure but on understanding the m
essage Do not teach structure deliberately; i+1 is provide
d naturally when input is understood Production ability emerges. It’s not taught directly
The Affective Filter Hypothesis
Motivation Self-confidence Anxiety Lower affective filter will go further
LanguageInput
Affective Filter
Acquired Competence
Language Acquisition Device
The affective filter
Reference
Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York, NY: Prentice Hall, 1987.
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