Stephen Krashen's 5 Hypotheses of Second Language Acquisition
Summary
TLDRIn this presentation, Dr. Stephen Krashen's influential theory of second language acquisition is explored, including his five main hypotheses: Acquisition-Learning, Monitor, Natural Order, Input, and Affective Filter. Krashen emphasizes the importance of meaningful interaction and authentic communication in language learning, and counters critics by highlighting the benefits of bilingual education. His research challenges misconceptions and advocates for active engagement by educators in promoting the value of bilingualism.
Takeaways
- 👨🏫 Stephen Krashen is a renowned linguist and educational researcher, known for his influential work in second language acquisition.
- 📚 Krashen has published extensively, with over 350 papers and books, introducing key concepts in the field.
- 🗣️ He actively opposed policies hostile to bilingualism, advocating for the benefits of bilingual education.
- 📈 Research indicates that bilingual education programs help English learners acquire English faster than all-English programs.
- 🧠 Krashen's theory of second language acquisition includes five main hypotheses: acquisition-learning, monitor, natural order, input, and the effective filter.
- 🌐 The acquisition-learning hypothesis posits two systems of language performance: acquired (subconscious) and learned (conscious).
- 📚 The natural order hypothesis suggests that language acquisition follows a predictable sequence, similar across learners.
- 🔄 The monitor hypothesis explains how formal language learning can correct speech, but should be used minimally.
- 📈 The input hypothesis states that learners acquire language by receiving input slightly beyond their current competence level.
- 😌 The effective filter hypothesis links affective factors like motivation and anxiety to language acquisition success.
Q & A
Who is Stephen Krashen and what is his connection to the University of Southern California?
-Stephen Krashen is a linguist, educational researcher, and activist. He is a Professor Emeritus at the University of Southern California, where he has contributed significantly to the field of second language acquisition.
What is Krashen's stance on bilingual education and how has he responded to policies critical of it?
-Krashen is a supporter of bilingual education and has responded to policies critical of it through research, public speaking, and by writing letters to newspaper editors, arguing that bilingual education aids students in learning English more effectively.
What is the main criticism against Krashen's views on bilingual education?
-Critics have characterized Krashen as being wedded to the interests of a multi-million dollar bilingual education industry, and some refer to him as the 'father of bilingual education.'
What are the five main hypotheses of Krashen's theory of second language acquisition?
-The five main hypotheses are the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
What is the difference between the acquired system and the learned system according to Krashen?
-The acquired system, or acquisition, is the subconscious process similar to first language acquisition and involves meaningful interaction in the target language. The learned system, or learning, is the result of formal instruction and involves conscious knowledge about the language.
How does the Natural Order Hypothesis relate to the acquisition of grammatical structures?
-The Natural Order Hypothesis suggests that the acquisition of grammatical structures follows a predictable order, which is independent of the learner's age, L1 background, or type of exposure.
What are the four stages of second language acquisition according to Krashen?
-The four stages are the pre-production stage (silent period), early production stage, speech emergence stage, and intermediate fluency stage.
What is the Monitor Hypothesis and how does it influence language acquisition?
-The Monitor Hypothesis explains the relationship between acquisition and learning, suggesting that learners use their conscious knowledge of language rules to correct deviations from normal speech and to give speech a more polished appearance, but this should be a minor aspect of language acquisition.
What does the Input Hypothesis suggest about the role of input in second language acquisition?
-The Input Hypothesis suggests that learners improve and progress when they receive input that is slightly beyond their current linguistic competence, known as 'i + 1' input.
What are the affective variables mentioned in the Affective Filter Hypothesis and how do they impact language acquisition?
-The Affective Filter Hypothesis states that variables such as motivation, self-confidence, and anxiety play a role in language acquisition. High motivation, self-confidence, and low anxiety (low affective filter) facilitate acquisition, while low motivation, low self-esteem, and high anxiety (high affective filter) can impede it.
What is Krashen's view on the role of formal instruction in second language acquisition?
-Krashen believes that while formal instruction (learning) has its place, it is less important than acquisition in the process of second language acquisition.
How does Krashen suggest teachers should approach teaching second languages in the classroom?
-Krashen suggests that teachers should focus on creating natural, authentic, and meaningful communication opportunities for students, ensuring that each learner receives input appropriate for their current stage of linguistic competence.
Outlines
📚 Stephen Krashen's Theory of Second Language Acquisition
Stephen Krashen, a professor emeritus at the University of Southern California, is renowned for his influential work in second language acquisition. He has published extensively and has been an advocate for bilingual education, particularly in his home state of California. Krashen's response to policies hostile to bilingualism included research, public speaking, and writing to newspaper editors. His theory of second language acquisition, which includes five main hypotheses, is widely accepted. The Acquisition-Learning Hypothesis is central to his theory, suggesting two separate systems of language performance: acquired (subconscious) and learned (conscious). Krashen emphasizes the importance of meaningful interaction in language acquisition, similar to first language acquisition.
🌐 The Natural Order and Stages of Language Acquisition
The Natural Order Hypothesis, part of Krashen's theory, indicates that the acquisition of grammatical structures follows a predictable sequence, regardless of age or first language background. This hypothesis also suggests that second languages are acquired through four stages akin to first language acquisition: pre-production (silent period), early production, speech emergence, and intermediate fluency. Despite advocating against formal instruction, Krashen acknowledges the necessity of learning, emphasizing the need for authentic, meaningful opportunities for language use.
🔍 The Monitor Hypothesis and Its Impact on Language Use
The Monitor Hypothesis explains how learning influences acquisition. It suggests that learners use their conscious knowledge of language rules to edit their speech, a process known as 'monitoring.' This editing is most effective when learners have ample time, such as during process writing or when teachers provide extended wait time. Krashen notes individual variation in monitor use, with extroverts tending to underuse and introverts or perfectionists overusing the monitor. The optimal use of the monitor is seen in learners who appropriately correct deviations for more polished speech.
📈 The Input Hypothesis and Affective Factors in Language Learning
The Input Hypothesis is Krashen's explanation of how second language acquisition occurs. It posits that learners progress when they receive input slightly beyond their current linguistic competence (i+1). Krashen emphasizes the importance of natural, authentic communication to ensure each learner receives appropriate input. The Effective Filter Hypothesis addresses the role of affective variables like motivation, self-confidence, and anxiety in language acquisition. A low affective filter, associated with high motivation and low anxiety, is conducive to language learning, whereas a high filter can impede acquisition.
Mindmap
Keywords
💡Second Language Acquisition
💡Acquisition-Learning Hypothesis
💡Monitor Hypothesis
💡Natural Order Hypothesis
💡Input Hypothesis
💡Affective Filter Hypothesis
💡Bilingual Education
💡Comprehensible Input
💡Silent Period
💡Language Acquisition Stages
Highlights
Stephen Krashen is a renowned linguist and educational researcher.
Krashen has published over 350 papers and books on second language acquisition.
He introduced influential concepts in second language acquisition studies.
Krashen actively engaged in public debates against anti-bilingualism policies in California.
He submitted over 1,000 letters to newspaper editors advocating for bilingual education.
Krashen's letter to Stuart News defended bilingual education's effectiveness.
His research shows bilingual education aids English acquisition faster than all-English programs.
Critics accuse Krashen of promoting bilingual education for personal gain.
Krashen's theory consists of five main hypotheses on second language acquisition.
The Acquisition-Learning Hypothesis differentiates between subconscious acquisition and conscious learning.
Krashen emphasizes the importance of meaningful interaction in language acquisition.
The Natural Order Hypothesis suggests a predictable sequence in language structure acquisition.
Krashen describes four stages of second language acquisition similar to first language acquisition.
The Monitor Hypothesis explains how formal learning can correct language acquisition.
Krashen notes individual variation in the use of the 'monitor' among language learners.
The Input Hypothesis states that learners acquire language through input slightly beyond their current competence.
The Affective Filter Hypothesis links motivation, self-confidence, and anxiety to language acquisition success.
Krashen encourages teachers and researchers to actively combat misconceptions about bilingual education.
For more information, Krashen's ideas are available in published papers online.
Transcripts
stephen krashen is a professor emeritus
at the university of southern california
he is a linguist educational researcher
and activist dr. krashen has published
more than 350 papers and books and is
credited with introducing various
influential concepts and terms in the
study of second language acquisition in
this PowerPoint presentation we will
study his widely known and well accepted
theory of second language acquisition as
education policy in krashen's home state
of California became increasingly
hostile to bilingualism he responded
with research critical of the new
policies public speaking engagement and
with letters written to newspaper
editors by 2006 it was estimated that
crashing had submitted well over 1,000
letters to editors this number includes
a letter that he wrote to the editor of
our own Stuart news on Tuesday January
3rd 2006 which I'll read to you now the
headline was bilingual education aids
students with English and the letter
reads your December 4th thumbs-down
blames quote bilingual education and
poorly educated parents unquote for the
reported decline in literacy among
Hispanics in the United States
whatever the cause it is not bilingual
education study after study has
demonstrated that English learners in
bilingual education programs typically
acquire English faster than those in all
English programs in fact in the last
year three major studies have appeared
in scientific journals confirming this
bilingual education uses the child's
first language in a way that accelerates
English language development and he
signed his letter stephen krashen
professor emeritus University of
Southern California Los Angeles now of
course just there are defenders of
immigrants in multicultural and
bilingual education there are critics
they have characterized crashing as
wedded to the moneyed interest of a
multi-million dollar bilingual education
industry some of them speak of crashing
as the father of bilingual education and
he might not mind that title crashing is
being criticized due to his influence on
the field of language minority education
second language acquisition and his
efforts to educate the public on matters
related to English language learners in
schools
crashing wants us fellow teachers and
researchers to be more active in
combating the public's misconceptions
about bilingual education he feels that
it is our responsibility to present our
side of the story to reporters because
there is a great deal of anecdotal
evidence in support of bilingual
education krashen's theory of second
language acquisition consists of five
main hypotheses the acquisition learning
hypothesis the monitor hypothesis the
natural order hypothesis the input
hypothesis and the effective filter
hypothesis the acquisition learning
distinction is the most fundamental of
all the hypotheses in krashen's theory
and the most widely known among
linguists and language practitioners
according to crashing there are two
independent systems of second language
performance the acquired system and the
learned system the acquired system or
acquisition is the product of a
subconscious process very similar to the
process children undergo when they
acquire their first language it requires
meaningful interaction in the target
language natural communication in which
speakers concentrate not in the form of
their utterances in other words not on
their grammar or pronunciation but on
the communicative act itself in other
words did you understand what I just
meant
the learned system or learning is the
product of formal instruction and it
comprises a conscious process which
results in conscious knowledge about the
language for example knowledge of
grammar rules this is precisely how I
felt when I was learning Korean while I
lived in South Korea my Korean teacher
wanted to practice her English
we were all at the beginning level of
Korean not only did we learn a lot of
grammar rules but we talked about that
kind of stuff a lot we never had
roleplay conversations we never had to
speak to her in Korean and she never
spoke to us in Korean there was never
really any pressure to really speak the
language and to help her understand us
so I came away knowing a lot about the
linguistics of the language but I never
really felt that I could use it is
crashing completely against learning a
language of course not
we'd all be out of jobs and students
would feel jilted because most of them
do have a need for instruction what
crashing is telling us though is that
learning is less important than
acquisition when we are studying Spanish
or when our Els are studying English we
must provide real authentic meaningful
opportunities for them to really use
second language
the natural order hypothesis describes
two phenomena that are interrelated
first the natural order hypothesis is
based on research findings in the 1970s
which suggested that the acquisition of
grammatical structures follows a natural
order which is predictable for a given
language some grammatical structures
tend to be acquired early while others
are acquired late this order seemed to
be independent of the learners age the
l1 background and the type of exposure
in other words were they learning it as
a foreign language in a different
country where it's not spoken or were
they learning it as a second language
inside of the country where it is spoken
natively the average order of
acquisition of grammatical morphemes for
English as a second language for both
children and adults is as follows first
the ing ending used in the present and
past progressive tenses for example I am
reading that's the present progressive
and the past progressive is he was
listening number 2 the S ending used in
the plural forms of nouns like boys and
peaches number 3 the be verb I am is are
was were been number 4 the irregular
simple past tense of the verb such as he
caught a fish we won the game or I
forgot your name number 5 the articles a
and the number 6 the IDI ending of the
regular simple past tense of the verb
she walked they learned you studied
number 7 the S ending used in the simple
present verb tense for the singular
nouns or pronouns for example he swims
she eats it watches and finally number
eight the apostrophe s ending for the
possessive form of a noun for example
Mon Wells book now did you notice the
contradictions for planning curriculum
are immediately evident having just
discredited grammar study in the
acquisition learning hypothesis crashing
suddenly proposes that second language
learners should follow the natural order
of acquisition for grammatical morphemes
the teacher is first instructed to
create a natural environment for the
learner
but then in trying to create a
curriculum he is instructed to base it
on grammar correction however does point
out that the implication of the natural
order hypothesis is not that a language
program syllabus should be used on the
order found in the studies in fact he
rejects grammatical sequencing when the
goal is language acquisition
the second phenomenon of the natural
order hypothesis is krashen's claim that
second languages are acquired through
four stages in the same way that first
languages are acquired a the
pre-production stage also known as the
silent period this would be for students
who are at the very very beginning and
they don't know a single word of English
be the early production stage this is
when your LLS are able to answer with
one word letter see the speech emergence
stage now in this stage they're finally
entering into the intermediate level
which is what most schools would call
this and they're able to answer you in
short sentences or write short sentences
lots of grammar errors the verb might
not be conjugated properly to match the
subject but they're giving you a little
bit more to work with
and then finally letter D the
intermediate fluency stage so still they
are at the intermediate stage but they
are much more fluent they're speaking in
compound sentences complex sentences and
with fewer pronunciation and grammar
errors
the monitor hypothesis explains the
relationship between acquisition and
learning and defines the influence of
learning on acquisition 'soon annum for
monitor is editor Els we'll use the
monitor when they have sufficient time
that means when a teacher practices a
method called process writing the
student has lots of times for reading
and rereading what he wrote to correct
it or when a student is required to
speak the teacher can give extended wait
time before she begins again or before
she calls on another student a second
language learner will also use the
monitor when he or she focuses on form
or thinks about correctness or when he
or she knows the rule according to
crashing the role of the monitor is or
should be minor being used only to
correct deviations from normal speech
and to give speech a more polished
appearance
crushin also suggests that there is
individual variation among language
learners with regard to monitor use he
distinguishes those learners that use
the monitor all the time over users
those learners who have not learned or
who prefer not to use their conscious
knowledge those are under users and
those users are those learners that use
the monitor appropriately those are
optimal users usually X extroverts are
under users while introverts and
perfectionist or over users this brings
up the question that language teachers
are constantly debating who's the better
student the one who takes risks and
talks a lot in the foreign or second
language but makes lots of mistakes or
the one who says almost nothing but when
she does speak it comes out perfectly
who would you give the a to
the input hypothesis is krashen's
attempt to explain how the learner
acquires a second language in other
words this hypothesis is krashen's
explanation of how second language
acquisition takes place so the input
hypothesis is only concerned with
acquisition not learning according to
this hypothesis the learner improves and
progresses along the natural order when
he or she receives second language input
that is one step beyond his or her
current stage of linguistic competence
for example if a learner is at the early
production stage most schools would
consider this upper beginner or lower
intermediate then acquisition takes
place when he or she is exposed to
comprehensible input that belongs to the
speech emergence level this is I plus 1
now of course unfortunately not all of
the learners in your classroom will be
at the same level of linguistic
competence at the same time this is why
crashing suggests that natural authentic
and meaningful communication is the key
ensuring that each learner will receive
some I plus 1 input that is appropriate
for his or her current stage of
linguistic competence
finally the fifth hypothesis the
effective filter hypothesis it embodies
krashen's view that a number of
affective variables play a role in
second language acquisition these
variables include motivation
self-confidence and anxiety crushin
claims that learners with high
motivation high self-confidence a good
self-image a low level of anxiety are
better equipped for success and second
language acquisition using the
terminology these students have a low
affective filter on the other hand low
motivation low self-esteem debilitating
anxiety about speaking in a foreign
language can combine to raise the
affective filter and form a mental block
that prevents comprehensible input from
being used for acquisition in other
words these students would have a high
effective filter and language
acquisition will be impeded
for more information you can go to these
two websites they are not personal
websites they are papers that he has
published and they are online now and
they will give to you in krashen's own
words his ideas about second language
acquisition and morse most specifically
these five hypotheses of second language
acquisition
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