krashen's five hypotheses
TRANSCRIPT
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Stephen Krashen’s L2 Acquisition Theory
Compiled by Doris Shih
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Outline for Today
� The acquisition-learning hypothesis� The natural order hypothesis� The monitor hypothesis� The input hypothesis� The affective filter hypothesis
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What are the causative variables in second language acquisition?
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For you, does language teaching really help? When does it help and when does it NOT help?
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Effecting Variables
� Comprehensible input (causative)� Strength of the filter (causative) � Language teaching� Exposure variable� Age� Acculturation
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The Acquisition-Learning Hypothesis� Acquisition = subconsciously picking up� Learning = conscious
• Error correction• Explicit instruction
� Children acquire language better than adults
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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
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ING (progressive)PLURAL
COPULA (“to be”)
AUXILIARYARTICLE
IRREGULAR PAST
REGULAR PASTSINGULAR (-s)
POSSESSIVE (-s)
The order for L2 learners (Krashen, 1977)
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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
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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
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The Affective Filter Hypothesis
� Motivation� Self-confidence� Anxiety� Lower affective filter will go further
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LanguageInput
Affective Filter
Acquired Competence
Language Acquisition Device
The affective filter
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Reference
� Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York, NY: Prentice Hall, 1987.