Notes on Krashen's Theory of Second Language Acquisition

Overview of Krashen's Hypotheses

• Five main hypotheses:
  1. Acquisition-Learning Hypothesis
  2. Monitor Hypothesis
  3. Input Hypothesis
  4. Affective Filter Hypothesis
  5. Natural Order Hypothesis

1. Acquisition-Learning Hypothesis

• Two independent systems of foreign language performance:
  • Language Acquisition:
    • Subconscious process similar to first language acquisition.
    • Requires meaningful interaction in the target language; focus on communication, not form.
  • Language Learning:
    • Product of formal instruction; conscious process leading to knowledge of grammar rules.
    • Deductive approach in teacher-centered settings ➡️ learning.
    • Inductive approach in student-centered settings ➡️ acquisition.

2. Monitor Hypothesis

• Explains the relationship between acquisition and learning.
• Roles:
  • Acquisition system initiates utterances.
  • Learning system acts as a monitor/editor.
• Three conditions for monitor use:
  1. Sufficient time
  2. Focus on form
  3. Knowledge of rules
• Types of learners:
  • Over Users: Use the monitor excessively.
  • Under Users: Prefer not to use conscious knowledge.
  • Optimal Users: Appropriately use the monitor (often extroverts).
  • Over Users often relate to lack of self-confidence.

3. Input Hypothesis

• Explains how second language acquisition occurs.
• Learners need input that is one step beyond their current linguistic competence.
• Emphasis on natural communicative input for syllabus design.

4. Affective Filter Hypothesis

• Affective variables influence second language acquisition (not causative).
• Key variables:
  • Motivation
  • Self-confidence
  • Anxiety
  • Personal traits
• Positive Affect:
  • High motivation, self-confidence, low anxiety ➡️ better success.
• Negative Affect:
  • Low motivation, high anxiety ➡️ raises affective filter, impeding acquisition.

5. Natural Order Hypothesis

• Suggests a predictable order for acquiring grammatical structures.
• Some structures are acquired early, others late.
• Students may make mistakes with structures not fully acquired.
• Best way to correct mistakes is through more input containing the problematic structures.
• Importance of not changing the order of language item presentation.

The Silent Period

• A receptive phase where learners understand language without producing it.
• Important not to pressure students to speak prematurely.
• Students will begin to speak when ready, marking the end of their silent period.

Conclusion

• Understanding these theories enhances teaching practices.
• Importance of meaningful interaction in the target language.
• Comprehensible input is vital for language acquisition.
• Recognizing aspects like the silent period aids in understanding student learning processes.
• Effective planning can optimize classroom interactions.

Additional Notes

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