Krashen’s First Hypothesis

Acquisition/Learning Distinction
Shizra Ali
15291502-035
The Acquisition/Learning
Hypothesis
 Cont…
• 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 are concentrated not in the
form of their utterances, but in the
communicative act.
 Cont…
• 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.
According to Krashen 'learning' is less
important than 'acquisition'.
 Cont…
• The acquisition-learning hypothesis states
that both children and adults acquire
language via access to an innate language
acquisition device (LAD) regardless of age as
well as that learning cannot become
acquisition. The most important pedagogical
implication of the first hypothesis of the
Monitor Model is that explicit teaching and
learning is unnecessary, indeed inadequate,
for second language acquisition.
 Application for Teaching
• According to this theory, the optimal way
a language is learned is through natural
communication. As a second language
teacher, the ideal is to create a situation
wherein language is used in order to
fulfill authentic purposes. This is turn,
will help students to ‘acquire’ the
language instead of just ‘learning’ it.
 Difference in Theory
Acquisition Learning
Commprehension Hypothesis Skill Building hypothesis

Subconcious “Picking up of Concious study of language

language”
Focus on meaning Focus on Form
Acoustical(They need to hear it) Intellectual( They need to
understand it)
Focus on input Focus on output
Spontaneous meaningful outpot Forced output above the level of
acquisition
Social Cognitive
 Implications from Teacher’s Point of
view
Acquisition Learning

Provide comprehensible input Explain grammer rules

Provide interesting input Provide rules and practice

Provide compelling input Force output above the level of

acquisition
Informal Formal

Circling delivery Linear delivery

Repetition in the target Language Long explanations in L1

 Continue…
L2 is used to talk to talk about L1 is used to talk about L2 rules
content
Contextualized language use Context free examples

Little to no error correction Frequent error correction

Easy to get them to talk in Target Have to think of ways to get them
Language to talk in Target Language
Self motivating Students require external
motivation
 Implementation from Student’s Point
of view
Acquisition Learning

Using the language Studying about the language

Student wants to listen Student must respond

Can use it now Can use it years from now,Once

have leart enough
Feels easy Feels Difficult

Speaking the language for a reason Practicing the language

Repeated input Repeated output

Works with attendent and involved students Works with smart students
 Continue…
Automatic utterances Planned utterances

Spontenous speech Plaaned/Forced speech

Non Rehearsed utterances Premediated utterances

Short reactive answers Long planned answers

Attention is on the message Attention is on the structure

Teacher speaks Target Language Students are forced to speak in

Target Language
Dependent upon meaningful Can be independent of interaction
interaction
Works for all students Works for some students