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Second Language Learning

Theories (I) Krashen’s Monitor


Model
Priscella Sofea, Jeremy Hon, Michelle, Doreen Ting Jia Chzin &
Florence Sendie
The Input Hypothesis
• Importance of using Target Language
• Goals- enable student to communicate effectively
• Enough comprehensible input
• Create more effective opportunity for language acquisition
The Affective Filter Hypothesis
• Important to create a safe, welcoming environment
• The need to feel that they are able to make mistakes and take
risks
• Positive classroom environment
The Monitor Hypothesis
• Challenge to balance accuracy and fluency
• Depend on numerous variables

i.e.
i. language level
ii. context of language use
iii. personal goals
The Natural Order Hypothesis
• Aware that certain structures are easier to acquire than others
• Language structures should be taught in order-conducive
• Start by introducing language concepts that is easy to acquire
• Use scaffolding for more difficult concepts
Acquisition Implicit,
subconscious

A
Depends on attitude

Informal situations
Stable order of
aquisition
Uses grammatical
‘feel’

Differences between acquisition


and learning

Depends on
aptitude

Simple to complex
order of learning
Explicit, conscious

Formal situations

Uses grammatical
L
rules Learning
The Acquisition-Learning Hypothesis
• Optimal way to learn- natural communication
• Create a situation to fulfill authentic purposes.
• Will help to "acquire“ instead of "learn"
• Explicit teaching and learning is unnecessary for second
language acquisition
• Krashen (1994) summarises: “In everyday terms, acquisition is
picking up a language. Ordinary equivalents for learning
include grammar and rules”
The Acquisition-Learning Hypothesis
• According to Krashen (1994): "When you learn, you know
about a language. When you acquire, you know a language."
• Formal studying has limited impact
• The burden of picking up a language is on the student's brain
• Acquisition of a language is via comprehensible input

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