16/06/2016 StephenKrashen'sTheoryofSecondLanguageAcquisition(AssimilaoNaturaloConstrutivismonoEnsinodeLnguas)

StephenKrashen'sTheoryofSecondLanguageAcquisition
AssimilaoNaturaloConstrutivismoComunicativonoEnsinodeLnguas
RicardoSchtz
Availablesince:April1998
Lastrevision:June12,2014

"Languageacquisitiondoesnotrequireextensiveuseofconsciousgrammaticalrules,
anddoesnotrequiretediousdrill."StephenKrashen

"Acquisitionrequiresmeaningful
interactioninthetargetlanguagenatural
communicationinwhichspeakersare
concernednotwiththeformoftheir
utterancesbutwiththemessagestheyare
conveyingandunderstanding."Stephen
Krashen

"Thebestmethodsarethereforethosethat
supply'comprehensibleinput'inlow
anxietysituations,containingmessages
thatstudentsreallywanttohear.These
methodsdonotforceearlyproductionin
thesecondlanguage,butallowstudentsto
producewhentheyare'ready',recognizing
thatimprovementcomesfromsupplying
communicativeandcomprehensibleinput,
andnotfromforcingandcorrecting
production."StephenKrashen

"Intherealworld,conversationswith
sympatheticnativespeakerswhoarewillingtohelptheacquirerunderstandarevery
helpful."StephenKrashen

Introduction
StephenKrashen(UniversityofSouthernCalifornia)isanexpertinthefieldoflinguistics,specializingin
theoriesoflanguageacquisitionanddevelopment.Muchofhisrecentresearchhasinvolvedthestudyofnon
Englishandbilinguallanguageacquisition.Duringthepast20years,hehaspublishedwellover100booksand
articlesandhasbeeninvitedtodeliverover300lecturesatuniversitiesthroughouttheUnitedStatesandCanada.

Krashen'swidelyknownandwellacceptedtheoryofsecondlanguageacquisitionhashadalargeimpactinall
areasofsecondlanguageresearchandteachingsincethe1980s.

SummaryofKrashen'sTheoryofSecondLanguageAcquisition
Krashen'stheoryofsecondlanguageacquisitionconsistsoffivemainhypotheses:

theAcquisitionLearninghypothesis,
theMonitorhypothesis,
theInputhypothesis,
theNaturalOrderhypothesis,
andtheAffectiveFilterhypothesis.

TheAcquisitionLearningdistinctionisthemost
importantofallthehypothesesinKrashen'stheory ASTRSHIPTESESMAIS
andthemostwidelyknownandinfluentialamong IMPORTANTESDATEORIADE
linguistsandlanguagepractitioners. KRASHEN,ESUAINTERRELAO

Ahipteseacquisitionlearning,ahiptesemonitorea
AccordingtoKrashentherearetwoindependent hipteseinputrepresentamaessnciadateoriade
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16/06/2016 StephenKrashen'sTheoryofSecondLanguageAcquisition(AssimilaoNaturaloConstrutivismonoEnsinodeLnguas)
systemsofsecondlanguageperformance:'the
acquiredsystem'and'thelearnedsystem'.The
'acquiredsystem'or'acquisition'istheproductofa
subconsciousprocessverysimilartotheprocess
childrenundergowhentheyacquiretheirfirst
language.Itrequiresmeaningfulinteractioninthe
targetlanguagenaturalcommunicationinwhich
speakersareconcentratednotintheformoftheir
utterances,butinthecommunicativeact.
The'learnedsystem'or'learning'istheproductof
formalinstructionanditcomprisesaconscious
processwhichresultsinconsciousknowledge'about'
thelanguage,forexampleknowledgeofgrammar
rules.AccordingtoKrashen'learning'isless
importantthan'acquisition'.(Vejaotextoaoladoe
tambmoutrapginaemportugussobre
Acquisition/Learning).
TheMonitorhypothesisexplainstherelationship
betweenacquisitionandlearninganddefinesthe
influenceofthelatterontheformer.Themonitoring
functionisthepracticalresultofthelearnedgrammar.
AccordingtoKrashen,theacquisitionsystemisthe
utteranceinitiator,whilethelearningsystemperforms
theroleofthe'monitor'orthe'editor'.The'monitor'
actsinaplanning,editingandcorrectingfunction
whenthreespecificconditionsaremet:thatis,the
secondlanguagelearnerhassufficienttimeathis/her
disposal,he/shefocusesonformorthinksabout
correctness,andhe/sheknowstherule.
Itappearsthattheroleofconsciouslearningis
somewhatlimitedinsecondlanguageperformance.
AccordingtoKrashen,theroleofthemonitorisor
shouldbeminor,beingusedonlytocorrect
deviationsfrom'normal'speechandtogivespeecha
more'polished'appearance.
Krashenalsosuggeststhatthereisindividual
variationamonglanguagelearnerswithregardto
'monitor'use.Hedistinguishesthoselearnersthatuse
the'monitor'allthetime(overusers)thoselearners
whohavenotlearnedorwhoprefernottousetheir
consciousknowledge(underusers)andthose
learnersthatusethe'monitor'appropriately(optimal
users).Anevaluationoftheperson'spsychological
profilecanhelptodeterminetowhatgroupthey
belong.Usuallyextrovertsareunderusers,while
introvertsandperfectionistsareoverusers.Lackof
selfconfidenceisfrequentlyrelatedtotheoveruseof
the'monitor'.
TheInputhypothesisisKrashen'sattempttoexplain
howthelearneracquiresasecondlanguagehow
secondlanguageacquisitiontakesplace.TheInput
hypothesisisonlyconcernedwith'acquisition',not
'learning'.Accordingtothishypothesis,thelearner
improvesandprogresseswhenhe/shereceivessecond
language'input'thatisonestepbeyondhis/her
currentstageoflinguisticcompetence.Forexample,
http://www.sk.com.br/skkrash.html
Krashen.
Deacordocomsuateoria,acquisitionresponsvel
peloentendimentoepelacapacidadedecomunicao
criativa:habilidadesdesenvolvidas
subconscientemente.Istoocorreatravsda
familiarizaocomacaractersticafonticadalngua,
suaestruturaodefrases,seuvocabulrio,tudo
decorrentedesituaesreais,bemcomopela
descobertaeassimilaodediferenasculturaisepela
aceitaoeadaptaonovacultura.
Learningdependedeesforointelectualeprocura
produzirconhecimentoconscientearespeitoda
estruturadalnguaedesuasirregularidades,e
preconizaamemorizaodevocabulrioforade
situaesreais.Esteconhecimentoatuanafunode
monitoramentodafala.Entretanto,oefeitodeste
monitoramentosobreaperformancedapessoa,
dependemuitodoperfilpsicolgicodecadaum.
Vejaaquimaissobreosconceitosdeacquisitione
learning.
Ahiptesemonitorexplicaarelaoentreacquisitione
learningaodefinirainflunciadesteltimosobreo
primeiro.Osesforosespontneosecriativosde
comunicao,decorrentesdenossacapacidadenatural
deassimilarlnguasquandoemcontatocomelas,so
policiadosedisciplinadospeloconhecimentoconsciente
dasregrasgramaticaisdalnguaedesuasexcees.
Osefeitosdestemonitoramentosobrepessoascom
diferentescaractersticasdepersonalidadeserovrios.
Pessoasquetendemintroverso,faltade
autoconfiana,ouaoperfeccionismo,poucose
beneficiarodeumconhecimentodaestruturadalngua
edesuasirregularidades.Pelocontrrio,nocasode
lnguascomaltograudeirregularidade(comooingls),
poderodesenvolverumbloqueioquecomprometea
espontaneidadedevidoconscinciadaalta
probabilidadedecometeremerros.
Pessoasquetendemextroverso,afalarmuito,de
formaespontneaeimpensada,tambmpoucose
beneficiarodelearning,umavezqueafunode
monitoramentoquaseinoperante,estsubmetidaa
umapersonalidadeintempestivaquesemanifestasem
maiorcautela.Osnicosquesebeneficiamdelearning,
soaspessoasmaisnormaiseequilibradas,que
sabemaplicarafunodemonitoramentodeforma
moderada.Mesmoassim,numasituaorealde
comunicao,omonitoramentosfuncionarse
ocorrerem3condiessimultaneamente:
Temposuficiente:queapessoadisponhadetempo
suficienteparaavaliarasalternativascombasenas
regrasincidentes.
Preocupaocomaforma:queapessoaconcentre
atenonoapenasnoatodacomunicao,no
contedodamensagem,mastambmeprincipalmente
naforma.
Conhecimentodaregra:queapessoatenha
conhecimentodaregraqueseaplicaaocaso.
Ahipteseinputajudaaexplicarcomooaprendiz
assimilaumasegundalnguaatravsdeacquisition.
Comprehensibleinputlinguageminteligvelo
elementochaveparaqueocorraaassimilaodo
idioma.Oaprendizprogridenamedidaemquerecebe
inputinteligvel.Linguageminteligvelaquelaquese
situanumnvelligeiramenteacimadonvelde
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ifalearnerisatastage'i',thenacquisitiontakesplace
whenhe/sheisexposedto'ComprehensibleInput'
thatbelongstolevel'i+1'.Wecanthendefine
'ComprehensibleInput'asthetargetlanguagethatthe
learnerwouldnotbeabletoproducebutcanstill
understand.Itgoesbeyondthechoiceofwordsand
involvespresentationofcontext,explanation,
rewordingofunclearparts,theuseofvisualcuesand
meaningnegotiation.Themeaningsuccessfully
conveyedconstitutesthelearningexperience.
proficinciadoaprendiz.alinguagemqueeleno
conseguiriaproduzirmasqueaindaconsegueentender.
Vaialmdasimplesescolhadevocabulrio.Pressupe
contextualizao,explicao,usoderecursosvisuais,
linguagemcorporal,negociaodesignificadose
recolocaodepontosobscurosemoutraspalavras.As
ideiasefetivamentetransmitidasconstituema
experinciadeaprendizado.
VejaabaixoumademonstraoemvdeodoProf.
Krashensobrecomprehensibleinput.

SeehereanenlighteningvideobyKrashenaboutcomprehensibleinput.

StephenKrashenscomprehensibleinput.v

Este vdeo apresenta contedo de BBC Worldwide, que o bloqueou com base nos
direitos autorais.

0:00 / 2:59

TheNaturalOrderhypothesisisbasedonresearchfindings(Dulay&Burt,1974Fathman,1975Makino,
1980citedinKrashen,1987)whichsuggestedthattheacquisitionofgrammaticalstructuresfollowsa'natural
order'whichispredictable.Foragivenlanguage,somegrammaticalstructurestendtobeacquiredearlywhile
otherslate.Thisorderseemedtobeindependentofthelearners'age,L1background,conditionsofexposure,and
althoughtheagreementbetweenindividualacquirerswasnotalways100%inthestudies,therewerestatistically
significantsimilaritiesthatreinforcedtheexistenceofaNaturalOrderoflanguageacquisition.Krashenhowever
pointsoutthattheimplicationofthenaturalorderhypothesisisnotthatalanguageprogramsyllabusshouldbe
basedontheorderfoundinthestudies.Infact,herejectsgrammaticalsequencingwhenthegoalislanguage
acquisition.

Finally,thefifthhypothesis,theAffectiveFilterhypothesis,embodiesKrashen'sviewthatanumberof'affective
variables'playafacilitative,butnoncausal,roleinsecondlanguageacquisition.Thesevariablesinclude:
motivation,selfconfidenceandanxiety.Krashenclaimsthatlearnerswithhighmotivation,selfconfidence,a
goodselfimage,andalowlevelofanxietyarebetterequippedforsuccessinsecondlanguageacquisition.Low
motivation,lowselfesteem,anddebilitatinganxietycancombineto'raise'theaffectivefilterandforma'mental
block'thatpreventscomprehensibleinputfrombeingusedforacquisition.Inotherwords,whenthefilteris'up'
itimpedeslanguageacquisition.Ontheotherhand,positiveaffectisnecessary,butnotsufficientonitsown,for
acquisitiontotakeplace.

OCONSTRUTIVISMONOENSINODELNGUAS

AteoriadeKrashenfornecesubstratoaoNaturalApproacheaoCommunicativeApproach,
versesnorteamericanaebritnica,respectivamente,doconstrutivismonoensinodelnguas.

Oconstrutivismopreconizaodesenvolvimentodehabilidadeseconhecimentocomoresultado
deaoeinteraodoserinteligentecomomeioscioambiental.Portanto,oambientefator
determinante.Nocasodelnguasestrangeiras,oambienteapropriadoaquelequeoferece
convviomulticultural.

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16/06/2016 StephenKrashen'sTheoryofSecondLanguageAcquisition(AssimilaoNaturaloConstrutivismonoEnsinodeLnguas)
AMBIENTESMULTICULTURAISDECONVVIO:Ambientedeconvviomulticuluralou
biculturalaquelecompostodepessoasdediferentesnacionalidadeseculturas,que
proporcionaodesenvolvimentodoconhecimentonecessrioedashabilidadesbsicas
necessriasparaquetodospossamsecomunicaremqualquersituaoenelesesintam
vontade.Quantomaiorograudeafinidadeentreseusintegrantes,maiscompletasera
assimilao.

TheRoleofGrammarinKrashen'sView

AccordingtoKrashen,thestudyofthe
structureofthelanguagecanhavegeneral
educationaladvantagesandvaluesthathigh
schoolsandcollegesmaywanttoincludein
theirlanguageprograms.Itshouldbeclear,
however,thatexaminingirregularity,
formulatingrulesandteachingcomplex
factsaboutthetargetlanguageisnot
languageteaching,butratheris"language
appreciation"orlinguistics.
OPAPELDAGRAMTICASEGUNDOKRASHEN
DeacordocomKrashen,oestudoformaldaestruturadeuma
lnguapodeviraoferecercertosbenefcios,fazendocomque
escolassecundriasbemcomocursosdenveluniversitrio(letras
elingustica)tenhaminteresseemincluiroestudodagramtica
emseusprogramasdelnguasestrangeiras.Deveficarclaro,
entretanto,queaanlisedascomplexidadesdalngua,a
formulaoderegraseoestudodesuasexceesnose
constituememensinoeaprendizadoqueproduzamproficincia
comunicativa,masapenas"apreciao"dalngua,ou,
simplesmente,lingustica.

Theonlyinstanceinwhichtheteachingof
grammarcanresultinlanguageacquisition
(andproficiency)iswhenthestudentsare
interestedinthesubjectandthetarget
languageisusedasamediumofinstruction.
Veryoften,whenthisoccurs,bothteachers
andstudentsareconvincedthatthestudyof
formalgrammarisessentialforsecond
languageacquisition,andtheteacheris
skillfulenoughtopresentexplanationsinthe
targetlanguagesothatthestudents
understand.Inotherwords,theteachertalk
meetstherequirementsforcomprehensible
inputandperhapswiththestudents'
participationtheclassroombecomesan
environmentsuitableforacquisition.Also,
thefilterislowinregardtothelanguageof
explanation,asthestudents'conscious
effortsareusuallyonthesubjectmatter,on
whatisbeingtalkedabout,andnotthe
medium.
Thisisasubtlepoint.Ineffect,bothteachers
andstudentsaredeceivingthemselves.They
believethatitisthesubjectmatteritself,the
studyofgrammar,thatisresponsibleforthe
students'progress,butinrealitytheir
progressiscomingfromthemediumandnot
themessage.Anysubjectmatterthatheld
theirinterestwoulddojustaswell.
Anicasituaonaqualoensinodagramticapoderesultarem
assimilaoedesenvolvimentodaproficincia,ocorreseduas
condiesforematendidas:
osalunostminteressenoassuntogramtica
alnguausadanasaladeaulapeloprofessoralngua
estrangeira.
Normalmente,quandoissoocorre,ambos,professorealunos,
acreditamqueoestudoformaldagramticaessencialparaa
assimilaoeodesenvolvimentodaproficincia.Almdisso,o
professorhbilosuficienteparaapresentarsuasexplicaes
unicamentenalnguaestrangeira,demaneiraqueosalunos
entendam.Naverdade,oqueocorrequealinguagemusadapelo
professorseconfiguraemperfeitocomprehensibleinpute,coma
naturalparticipaodosalunosdevidoaoseuinteresse,acaba
criandosenasaladeaulaumambienteadequadoparaqueque
languageacquisitionocorra.Emparaleloaisso,oaffectivefilter
baixo,umavezqueaatenodosalunosseconcentranoassunto
emsi,naquiloarespeitodequesefala,enonaformada
linguagemusada.
Essaquestomuitosutilecuriosa.Naverdade,professorese
alunospodemestariludindoseasiprprios.Ambosacreditamser
oconhecimentometalingusticoadquiridoatravsdoestudoda
gramticaresponsvelpelodesenvolvimentodaproficinciado
aluno,quandonarealidadeodesenvolvimentovemdoexerccio
comunicativoenodocontedodamensagem.Qualquertema
quevenhaadespertarointeressedoalunoecativlo,queseja
apresentadodentrodeseunveldecompetncia,produziro
mesmoresultado.Ese,almdointeresseintelectual,houver
envolvimentonoplanopsicolgicoeafetivo,oresultadoser
surpreendente.

REFERENCES

Crystal,DavidTheCambridgeEncyclopediaofLanguage.CambridgeUniversityPress,1997.
Krashen,StephenD.PrinciplesandPracticeinSecondLanguageAcquisition.PrenticeHall
International,1987.
Krashen,StephenD.SecondLanguageAcquisitionandSecondLanguageLearning.PrenticeHall
International,1988.

VOCESTPREPARADOPARAOAPRENDIZADODELNGUAS?Faaumtesteaqui.

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16/06/2016 StephenKrashen'sTheoryofSecondLanguageAcquisition(AssimilaoNaturaloConstrutivismonoEnsinodeLnguas)
CONSIDERAESSOBREOAPRENDIZADODELNGUAS(Port.)
THES&KMETHOD(Eng.)
Ousodosmateriaispublicadosnestesitelivre.Pedimosapenasquetodosrespeitematicaacadmica,citandoafonte
einformandooendereodosite,paraqueoutrospossamtambmexplorlobemcomoteracessosatualizaese
complementaesquefazemosquasequediariamente.

Comofazerumacitaodestapgina:

Schtz,Ricardo."StephenKrashen'sTheoryofSecondLanguageAcquisition."English
MadeinBrazil<http://www.sk.com.br/skkrash.html>.Online.22dejunhode2014.

Observequeaocitartextosencontradosnainternet,necessriocolocaradata,devidosfrequentes
alteraesqueosmesmospodemsofrer.

MenuPrincipaldeEnglishMadeinBrazil|Vygotsky|Piaget|Chomsky

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