Krashen’s Theory
Second
language acquisition
Krashen’s
Theory
The theory developed by Stephen
Krashen consists of five hypotheses:
The Acquisition-Learning: In this
hypothesis, there are two independent systems the first one is the
acquired system or acquisition, is the product of a subconscious
process. It requires natural communication, in which speakers are concentrated
in the communicative act. The second one is the 'learned system' or
learning, is the product of formal instruction and it
comprises a conscious process.
The Monitor hypothesis explains the
relationship between acquisition and learning. It defines the influence of the
latter on the former. The monitoring function is the practical result of the
learned grammar. The acquisition system is the statement initiator, The monitor
acts in a planning, editing and correcting function when three specific
conditions are met.
The Natural
Order hypothesis explains that the acquisition of grammatical structures
follows a 'natural order' which is predictable. Krashen points out and rejects
grammatical sequencing when the goal is language acquisition.
The Input
hypothesis is concerned with 'acquisition', not 'learning'. According to
this hypothesis, the learner improves and progresses along the 'natural order'
when he/she receives second language 'input' that is one step beyond his/her
current stage of linguistic competence.
The Affective
Filter hypothesis, explains that affective variables play a facilitative,
but non-causal, role in second language acquisition. These variables include:
motivation, self-confidence and anxiety. Krashen says that learners with
positive affect are better equipped for success in second language acquisition.
Krashen, Stephen D. Principles and Practice in Second Language
Acquisition. Prentice-Hall International, 1987.
Krashen, Stephen D.
Second Language Acquisition and Second Language Learning.
Prentice-Hall International, 1988.
language acquisition
Krashen’s
Theory
The theory developed by Stephen
Krashen consists of five hypotheses:
The Acquisition-Learning: In this
hypothesis, there are two independent systems the first one is the
acquired system or acquisition, is the product of a subconscious
process. It requires natural communication, in which speakers are concentrated
in the communicative act. The second one is the 'learned system' or
learning, is the product of formal instruction and it
comprises a conscious process.
The Monitor hypothesis explains the
relationship between acquisition and learning. It defines the influence of the
latter on the former. The monitoring function is the practical result of the
learned grammar. The acquisition system is the statement initiator, The monitor
acts in a planning, editing and correcting function when three specific
conditions are met.
The Natural
Order hypothesis explains that the acquisition of grammatical structures
follows a 'natural order' which is predictable. Krashen points out and rejects
grammatical sequencing when the goal is language acquisition.
The Input
hypothesis is concerned with 'acquisition', not 'learning'. According to
this hypothesis, the learner improves and progresses along the 'natural order'
when he/she receives second language 'input' that is one step beyond his/her
current stage of linguistic competence.
The Affective
Filter hypothesis, explains that affective variables play a facilitative,
but non-causal, role in second language acquisition. These variables include:
motivation, self-confidence and anxiety. Krashen says that learners with
positive affect are better equipped for success in second language acquisition.
Krashen, Stephen D. Principles and Practice in Second Language
Acquisition. Prentice-Hall International, 1987.
Krashen, Stephen D.
Second Language Acquisition and Second Language Learning.
Prentice-Hall International, 1988.
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