Lecture Notes on Krashen's Theory of Second Language Acquisition

Introduction

• Discussing the five hypotheses of Krashen's Theory of Second Language Acquisition (SLA).

Five Main Hypotheses

1. Acquisition-Learning Hypothesis

   • Two independent systems: Language Acquisition and Language Learning.
     • Language Acquisition:
       • Subconscious process, similar to first language acquisition in children.
       • Requires meaningful interaction in the target language (natural communication).
     • Language Learning:
       • Product of formal instruction (conscious process).
       • Results in conscious knowledge about the language (e.g., grammar rules).
       • Deductive approach (teacher-centered) leads to learning; inductive approach (student-centered) leads to acquisition.

2. Monitor Hypothesis

   • Explains relationship between acquisition and learning.
   • Acquisition system: initiates utterance.
   • Learning system: acts as the monitor or editor (planning, editing, correcting).
   • Conditions for Monitor Use:
     • Sufficient time
     • Focus on form
     • Knowledge of rules
   • Learner types regarding monitor use:
     • Overusers: Constant monitor use.
     • Underusers: Prefer not to use conscious knowledge.
     • Optimal Users: Appropriate monitor use (often extroverts).
     • Overuse linked to lack of self-confidence.

3. Input Hypothesis

   • Explains how second language acquisition occurs.
   • Learner progresses when receiving language input just beyond current competence level.
   • Natural communicative input is key to syllabus design.

4. Affective Filter Hypothesis

   • Affective variables influence SLA (facilitative but not causal).
   • Variables include: motivation, self-confidence, anxiety, personal traits.
   • Positive Factors: High motivation, self-confidence, and extroversion enhance success.
   • Negative Factors: Low motivation, anxiety, introversion can create mental blocks.

5. Natural Order Hypothesis

   • Acquisition of grammatical structures follows a predictable natural order.
   • Some structures acquired early, others late.
   • Mistakes occur when structures are not fully acquired.
   • Correction through more input rather than changing order of presentation; focus on topics/functions/situations.

The Silent Period

• Describes a phase where learners acquire knowledge through listening without speaking.
• Important not to pressure students to speak too early.
• Students will begin to speak when ready, leading to increased confidence.

Conclusion

• Understanding these theories can improve teaching practices.
• Emphasis on meaningful interaction, comprehensible input, and consideration of the silent period in planning lessons.
• Overall aim: create a natural learning environment.