Krashen 5 Hypotheses
Summary
TLDRThe speaker discusses Stephen Krashen's five hypotheses of language acquisition, emphasizing the difference between learning and acquiring a language. Learning involves memorization and grammar rules, while acquisition is a natural process through meaningful input. The hypotheses include comprehensible input, the monitor hypothesis, natural order, and low affective filter. The importance of comprehensible input plus one is highlighted, where the learner receives slightly advanced information in a supportive environment. The speaker uses examples from both adult learners and children to demonstrate these principles, emphasizing the importance of creating a low-stress environment for effective language acquisition.
Takeaways
- 📚 **Two Approaches to Language Acquisition:** There's a difference between learning a language (grammar, rules, memorization) and acquiring a language (natural usage and understanding). The latter is more effective for real-world communication.
- 🗣️ **Learning vs. Acquiring:** Learning involves memorizing rules and taking tests, which often doesn't translate into practical speaking skills. Acquiring happens naturally through meaningful interactions and comprehensible input.
- 👂 **Comprehensible Input:** Providing comprehensible input—language that is slightly above the learner's current level, also known as 'input +1'—is crucial for language acquisition.
- 🛠️ **Monitor Hypothesis:** We all have an internal monitor that checks our language use. While useful for writing and editing, it can inhibit speaking if relied on too much during conversation.
- 🔄 **Natural Order Hypothesis:** Language acquisition follows a predictable natural order. Basic elements like nouns and simple structures are acquired first, while more complex grammatical rules are learned later.
- 😌 **Affective Filter Hypothesis:** A low affective filter—meaning low anxiety and high confidence—is essential for effective language learning. If learners feel stressed or afraid, they are less likely to acquire the language.
- 👶 **Silent Period:** Similar to how babies learn their first language, language learners go through a 'silent period' where they listen and understand before they start speaking.
- 🔄 **Real-Life Example:** The speaker's husband acquired Spanish naturally through daily interactions on a ranch, but struggled when he tried to learn it formally through traditional grammar-focused classes.
- 👨👩👧 **Parental Language Acquisition:** The process of speaking to a baby with meaningful and gentle input, without expecting immediate response, parallels how language should be taught to learners.
- 🎯 **Practical Teaching Tips:** Teachers should focus on providing comprehensible input and creating a low-stress environment to facilitate natural language acquisition, rather than overemphasizing grammar rules and rote memorization.
Q & A
What are Stephen Krashen's five hypotheses on language acquisition?
-Krashen's five hypotheses are: 1) The Acquisition-Learning Hypothesis, 2) The Monitor Hypothesis, 3) The Natural Order Hypothesis, 4) The Input Hypothesis (Comprehensible Input +1), and 5) The Affective Filter Hypothesis.
What is the difference between learning a language and acquiring a language?
-Learning a language involves formal instruction, memorization of rules, and grammar-focused methods, while acquiring a language happens naturally through exposure and meaningful communication, without focusing on rules.
Can you provide an example that illustrates the difference between learning and acquiring a language?
-An example from the transcript is the speaker's husband who acquired Spanish by working on a ranch where everyone spoke Spanish. However, when he later took formal Spanish lessons, he began to focus on grammar rules and stopped speaking fluently, illustrating the distinction between acquisition and learning.
What is the Comprehensible Input +1 Hypothesis?
-The Comprehensible Input +1 Hypothesis states that learners acquire language when they receive input that is slightly above their current level of understanding, but still comprehensible. The 'plus one' refers to this small step beyond their current proficiency.
What role does the 'monitor' play in language acquisition according to Krashen?
-The Monitor Hypothesis suggests that individuals use an internal 'monitor' to edit and correct their language use. While this can be helpful for written language, over-reliance on it can inhibit speaking by causing self-consciousness about grammatical correctness.
What is the Natural Order Hypothesis?
-The Natural Order Hypothesis states that language learners acquire linguistic structures in a predictable order. For example, nouns and simple sentence structures are typically acquired first, while more complex grammatical elements, like verb conjugations or plural forms, are acquired later.
How does the Affective Filter Hypothesis affect language acquisition?
-The Affective Filter Hypothesis posits that emotional factors, like fear, anxiety, or self-confidence, can impact language acquisition. A low affective filter—when students feel comfortable and unafraid—enhances language acquisition, while a high filter (stress or fear) can block it.
Why is it important to lower the affective filter for language learners?
-Lowering the affective filter is important because students who are relaxed and confident are more likely to absorb and retain the language. If they feel anxious or intimidated, they may struggle to process the input and their language acquisition will be hindered.
What is the significance of the 'silent period' in language acquisition?
-The 'silent period' refers to the early stage of language acquisition when learners are primarily focused on listening and understanding, without yet speaking the new language. During this time, they are absorbing input and building comprehension, which is a crucial phase for natural acquisition.
How can teachers use Krashen’s theories to support language learners in the classroom?
-Teachers can apply Krashen’s theories by providing comprehensible input just above the student’s current level, reducing anxiety (lowering the affective filter), allowing for a silent period, and minimizing the emphasis on grammatical accuracy (monitoring) to encourage natural language acquisition.
Outlines
📚 Learning vs. Acquiring a Language
In this section, the speaker introduces Steve Krashen's 1981 language acquisition hypotheses, emphasizing the difference between 'learning' and 'acquiring' a language. Learning involves conscious study, such as memorizing grammar rules, often resulting in little practical use of the language, as seen in the speaker's own experience with French. Acquiring, on the other hand, occurs naturally through meaningful interactions, like the example of the speaker's husband, who learned Spanish on a ranch by immersion. However, when he later studied it formally, he lost the fluidity of his acquired knowledge. The distinction between learning and acquisition is key when working with children learning new languages.
🔍 Comprehensible Input and the Monitor Hypothesis
This paragraph explains two of Krashen's hypotheses: comprehensible input and the monitor hypothesis. Comprehensible input refers to providing learners with language they can understand, slightly beyond their current level of proficiency ('input plus one'). This keeps them engaged and ensures progress. The monitor hypothesis introduces the concept of a mental monitor that edits or controls speech production, especially in formal learning environments. However, overreliance on the monitor can inhibit natural speech, as seen when the speaker's husband began overthinking verb tenses in Spanish after studying them in school.
🌱 The Natural Order Hypothesis
Here, the speaker discusses Krashen's natural order hypothesis, which suggests that language learners acquire grammatical structures in a predictable order. For example, basic nouns are usually acquired first, while more complex grammatical features, like plural 's' in English or prepositions in Spanish, come later. The speaker highlights that no matter how much drilling learners do, certain language features only emerge naturally with time, reinforcing the idea that language acquisition follows a set, natural progression.
🧠 The Affective Filter Hypothesis
This paragraph introduces Krashen's affective filter hypothesis, which states that emotional factors like fear or anxiety can block language acquisition. If a student's affective filter is high—meaning they feel anxious or afraid—they are less likely to learn effectively. The speaker emphasizes the importance of creating a low-stress, supportive learning environment to lower the affective filter and promote better language acquisition. The speaker reminds future educators that understanding Krashen's hypotheses, including comprehensible input and the affective filter, is critical knowledge when working with language learners.
👶 Mama's Meaning and Motivation
The speaker uses the example of how babies acquire language to explain the silent period in language learning. Just as caregivers talk to babies before they can respond, learners of a second language need time to absorb and process language (the 'silent period') before they begin to speak. During this time, learners receive comprehensible input without the pressure to produce language. The speaker relates this process to the way babies gradually start responding to simple commands, such as fetching a red ball, demonstrating that understanding precedes speech in language acquisition.
🗣️ Language Emergence in Children
As children grow, their language skills gradually emerge, starting with simple nouns and expanding into more complex language use. By age two or three, children often speak in a stream of words, many of which may not be fully comprehensible. The speaker notes that this natural language development mirrors how students acquire a second language. While first and second language acquisition are not identical, the process of receiving comprehensible input and gradually producing language is similar. The speaker encourages educators to think about how children learn language naturally when teaching students who are acquiring a second language.
Mindmap
Keywords
💡Language Acquisition
💡Comprehensible Input
💡Acquisition vs. Learning
💡Monitor Hypothesis
💡Affective Filter
💡Silent Period
💡Natural Order Hypothesis
💡Meaningful Messages
💡Input +1
💡Language Emergence
💡Noun Stacking
Highlights
The distinction between learning a language and acquiring a language, with acquisition being more natural and effective for real-world use.
Learning focuses on grammar rules and memorization, but it can inhibit practical use of the language, as shown by the speaker's husband losing fluency when he began formal lessons.
Acquisition occurs when learners are immersed in meaningful and comprehensible input, without a focus on grammatical rules.
The comprehensible input hypothesis suggests that learners should be provided with input that is just beyond their current level, making it understandable but still challenging.
The 'monitor hypothesis' explains that a person’s internal monitor can inhibit language production when too much focus is placed on correctness, rather than natural usage.
The 'natural order hypothesis' asserts that there is a predictable sequence in which language elements are acquired, starting with basic nouns and moving toward more complex grammar.
The 'affective filter hypothesis' states that emotional barriers like fear or anxiety can block language acquisition, highlighting the importance of a low-stress learning environment.
Teachers must lower the 'affective filter' by creating a supportive and positive atmosphere to facilitate language acquisition.
Children undergo a 'silent period' during language acquisition, where they understand language before they can speak it.
The process of language acquisition mirrors the natural way children learn their first language, beginning with understanding and eventually producing speech.
Nouns, particularly those with hard consonants, are among the first words acquired by children, both in first and second language acquisition.
As children’s language skills develop, they begin stacking nouns together before mastering sentence structure, which is a normal part of the acquisition process.
Fluency in language acquisition comes gradually, with the child eventually producing a 'raging river' of words, even if all are not yet fully understandable.
For teachers of language learners, it’s important to reconnect with the natural process of language acquisition by envisioning a child’s development.
Krashen’s five hypotheses (learning vs. acquisition, comprehensible input, monitor, natural order, affective filter) are foundational knowledge for language educators and should guide their teaching approach.
Transcripts
what I'd like to talk with you about are
Steve crash's
1981 five hypotheses these are
hypotheses that have stood the test of
time you have kids who come to you
speaking other languages this is assumed
knowledge everyone in the field needs
this knowledge and when you leave our
classes you're the resources you're the
professionals out there and I want you
to have these five hypotheses do not
memorize them just understand it but he
said there really two different
approaches to language acquisition he
said there's learning a language and
there is acquiring a language and there
are very different things and the
question is which is better when okay
learning the language many of us as
University people have experience it
it's the old grammar translation you
know how we did it we memor IED the verb
conjugations you know we worried about
the little indirect pronouns whether
they go in front of the verb and what if
you have a direct pronoun and an
indirect we
memorized all of that so we could put
our sentences in German you know we kept
hooking things on to the end of
words that is learning a language and we
took tests I learned French this way I
took tests I got A's every week took a
test every Friday
I'm useless in French absolutely useless
I learned it well and we University
people can
learn Steve suggested there's another
way we acquire language na
naturally and let me give you one
example of this when we hear meaningful
messages that we H we understand when we
get comprehensible input we get the
message for example I like to tell the
story of my husband uh for many years we
lived on a ranch in Arizona and he knew
no
Spanish everyone in the ranch spoke
Spanish He soon acquired Spanish
beautifully he could fix he knew
hammers uh saws he could fix any Cil do
anything with cows do anything with
horses any vehicle that was broken
because he kept hearing The Language by
everyone who surrounded him he used the
language naturally he didn't know he'd
acquired it he just knew it was
meaningful and he needed to use
it and after two or three years of this
he decided to go to my dear U OFA and
learn Spanish and you know learn indeed
he did he came home he was conjugating
his verbs he was worrying about indirect
object pronouns he quit
speaking he was learning and memorizing
and not acquiring so as you work with
kids always remember crash's hypothesis
of learning versus
acquiring you've all had experiences
with learning I hope you've had
experiences with acquiring it's real
language and useful
purposes okay second hypothesis in order
I have acquisition versus learning and
then monitor but I want to talk about
comprehensible input next came out same
H same time the comprehensible input
plus one another hypothesis of the early
80s Steve said if we give comprehensible
input if we make it meaningful if we use
manipulatives use whatever it takes
dance on the table whatever we need to
get the idea across to make it
comprehensible the students will learn
but Steve said we stay one step ahead of
them so it's comprehensible input plus
one if you're going to get another
language English in this point case you
stay one step ahead and you make it
meaningful comprehensible input plus
one the monitor
hypothesis States at in our heads we all
have a
monitor and a monitor is a good thing
for University people you use it as an
editor when you write I use it all time
when I write but a monitor inhibits
speech for example when my husband went
away to the U OFA he his monitor blocked
his speaking because his cognitive brain
was always trying to figure out which
verb tense to add instead of just saying
it as he had naturally acquired it the
natural order
hypothesis there is a
predictable natural order to acquiring a
language we know what's going to come
when of course we get the nouns first
and we usually start with the nouns with
consonants in the front of them vowel
sounds we know the last things we
acquire when quiring a another language
are those little teeny tiny things for
example in English the S singular
plural I run she
runs that s on the end is one of the
later things to be acquired in language
acquisition doesn't matter how many
pieces of paper and drill they have to
do that comes
later when we learn Spanish I sure
B are some of the last things we learned
cuz anyone who's been through a Spanish
is now wondering for means four means
for which one is when but to a native
speaker it's
natural the fifth hypothesis the low
effective filter you need comprehensible
input with a low effective filter think
of the word aect it's how we feel about
ourself if our affect is high we're
afraid if that affective filter is high
we're afraid so if the students are
afraid afid of you they're not going to
acquire language they're just not going
to get it we teachers have to lower the
affective
filter so that students are free to
learn free to acquire another language
so when you get out in the field crash's
five hypotheses are assumed knowledge
and please remember them comprehensible
input plus one with the low effective
filter plus the monitor Theory the
natural natural order where there's a
natural order and of course the learning
and
acquisition that's the way Steve tells a
story I want you to all think of a
little baby that you know I want you to
Envision a child that you know and this
is titled Mama's meaning and motivation
and forgive me guys this is gender
Centric it really is forgive me but I
don't know anything about being a daddy
I really don't I do know about being a
mommy and a Grammy so I told it from my
point of view but when I say mamas I
mean daddies I mean grandies I mean
Theos I mean all of us who are
Caregivers for
families you bring the baby home from
the hospital and what's the first thing
mama papa we all do we start talking to
the baby we continue to talk we give
meaningful messages with a low effective
filter in a meaningful gentle loving way
the baby doesn't have to do
anything just looks at us for months
doesn't do anything and we don't care
the same is true when you're acquiring a
language it's called The Silent period
you have to receive comprehensible input
for a long
time now just with your baby now let's
pretend that baby has grown up for a
year you've been talking meaningfully to
that baby let's pretend that baby is 14
months 16 months and now you say to the
baby honey would you please go get me
the red ball and you know what they do
they walk over there and they grab the
ball and they toddle and they turn
around they come back to you and you
think they're brilliant because they
understand they're un they don't have to
talk yet we know they're acquiring
language cuz they understand they bring
you the red ball grab the Blue Book can
you give me the Blue Book if that baby
15-month-old comes over with that book
probably won't know blue
yet might not no book brings a book to
me I think the child is brilliant
understanding comes first through
acquisition now let's think of that baby
as three well two 18 two and A2 three
language is beginning to emerge and when
language begins to emerge it comes
slowly what comes first words with hard
consonants Dada not mama dada book ball
nouns we don't worry when the child
Stacks up the nouns noun stackups we
don't worry about that pileups of nouns
cuz meaning is being given back to us
that's the same thing that happens in
language acquisition if they get
comprehensible input long enough pretty
soon nouns are going to start coming
forth and it takes a little while and
now think of that child three three and
a half that child is talking non-stop
you don't understand it all but the
child is speaking it's like this raging
River of words that constantly comes
out and this is how kids acquire their
second language
also first language acquisition is not
exactly the same as second language
acquisition but for our purposes it's
close enough because when you work in
the field of bilingual Ed when you work
in the field of language acquisition
when you work with kids who speak
another language what happens is you get
inundated and the knowledge you have
kind of starts to slip away and you
think what was that I learned how does
that work the way you reconnect with the
knowledge you already have is you stop
you take a breath and you envision a
child you know and you think about that
child when the child is a baby you think
about what the mommy and Poppy are doing
with the child you think about that
child when the child is one and two and
three and that will give you back your
power to be a more effective teacher
with students who speak other languages
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