Stephen Krashen on Language Acquisition Part 1 of 2

Summary

This script discusses the fundamental concepts of language acquisition, emphasizing the distinction between language acquisition and language learning. The acquisition-learning hypothesis suggests that subconscious language acquisition is the key to fluency and accuracy, rather than conscious learning of grammar rules. The speaker argues that comprehensible input is essential for language acquisition, and that speaking abilities naturally emerge from understanding, not from practice. The script challenges traditional language teaching methods, such as grammatical sequencing, and advocates for a rich input-based approach to achieve both fluency and accuracy in language learning.

Takeaways

• 📚 The script discusses the fundamental concepts of language acquisition, focusing on the difference between language acquisition and language learning.
• 🧠 The Acquisition-Learning Hypothesis is introduced, suggesting two distinct processes: subconscious acquisition and conscious learning of language.
• 👶 Acquisition is described as a natural, subconscious process that occurs without awareness and is present throughout life, similar to how children learn languages.
• 📈 The importance of acquisition is emphasized, with research indicating that it contributes significantly more to fluency and accuracy than learning alone.
• 🤔 The role of the 'language acquisition device' is highlighted, suggesting an innate ability to acquire language that never shuts off.
• 🗣️ Speaking a language is a result of acquisition, not a practice or cause, challenging the idea that speaking to oneself can improve language skills.
• 📚 The concept of 'comprehensible input' is central to language acquisition; understanding messages in a language leads to acquisition.
• 🔄 The traditional 'grammatical sequencing' in language classes is critiqued as potentially harmful, suggesting that it may not aid in acquisition as effectively as comprehensible input.
• 🌐 The universality of language acquisition is asserted, with the claim that all people acquire languages in the same way, regardless of individual differences.
• 👧 The natural development of language acquisition in children is noted, with speech emerging after a period of silent comprehension.
• 😴 The limitations of a structured grammatical syllabus are discussed, including the inability to cater to individual readiness and the potential for boredom.

Q & A

What is the main focus of the speaker's presentation on language acquisition?

The speaker's presentation focuses on the fundamental concepts of language acquisition, dividing it into theoretical work, application, and discussing difficulties in applying the theory, with a primary focus on the elementary level of language learning.

What are the two different processes the speaker refers to in the context of language learning?

The speaker refers to two processes: language acquisition and language learning. Acquisition is a subconscious process where language is picked up naturally, while learning involves conscious knowledge of language structures and rules.

According to the speaker, what is the key to language acquisition?

The key to language acquisition, according to the speaker, is through 'comprehensible input'—when learners understand messages in the target language, their subconscious language acquisition device is activated.

How does the speaker describe the role of grammar in language acquisition?

The speaker describes grammar as a monitor or editor in language acquisition. It doesn't play a primary role in the actual acquisition process but helps in making corrections to the language that has been acquired subconsciously.

What does the speaker suggest about the importance of acquisition versus learning in language education?

The speaker suggests that acquisition is far more important than learning in language education, as it provides both fluency and accuracy in language use. Learning, while important, is secondary and should not be the primary focus of language instruction.

What is the 'acquisition-learning hypothesis' mentioned by the speaker?

The 'acquisition-learning hypothesis' is the cornerstone of the speaker's theory, stating that there are two distinct ways of improving in a language: acquiring it subconsciously and learning it consciously, with acquisition being the more significant process.

Why does the speaker believe that practicing speaking a language by oneself may not be helpful?

The speaker believes that practicing speaking a language by oneself is not helpful because the ability to speak a language is a result of acquisition, not its cause. Speaking skills emerge naturally after receiving enough comprehensible input.

What is the 'principle of grammatical sequencing' in language classes, and what is the speaker's view on it?

The 'principle of grammatical sequencing' is a teaching method where language structures are taught in a predetermined order, often based on complexity. The speaker argues that this method may not be necessary and could be harmful, as it does not align with the natural process of language acquisition.

How does the speaker explain the natural development of language acquisition in children?

The speaker explains that children's language acquisition follows a natural developmental sequence where certain language structures are acquired earlier, middle, or later. After a 'silent period,' children typically begin to speak the language they have been acquiring through comprehensible input.

What is the speaker's view on the role of individual variation in language acquisition?

While acknowledging the importance of individual variation in education, the speaker claims that language acquisition is a universal process that everyone undergoes in the same way, regardless of individual differences in cognitive or learning styles.

What difficulties does the speaker foresee in applying the theory of language acquisition to classroom teaching?

The speaker foresees difficulties arising from both the students and the educators. Students may have preconceived notions about language learning, while educators, especially those with a background in grammar, may find it challenging to shift their focus from learning to acquisition.