Stephen Krashens L2 Acquisition Theory

Compiled by Doris Shih

Outline for Today

    

The acquisition-learning hypothesis The natural order hypothesis The monitor hypothesis The input hypothesis The affective filter hypothesis

What are the causative variables in second language acquisition?

For you, does language teaching really help? When does it help and when does it NOT help?

Effecting Variables
     

Comprehensible input (causative) Strength of the filter (causative) Language teaching Exposure variable Age Acculturation

The Acquisition-Learning Hypothesis

 

Acquisition = subconsciously picking up Learning = conscious

Error correction Explicit instruction

Children acquire language better than adults

The Natural Order Hypothesis



 

Grammar structures are acquired in a predictable order L2 learning order is different from L1 order L2 learning adults and children show similar order

The order for L2 learners (Krashen, 1977)

ING (progressive) PLURAL COPULA (to be)

AUXILIARY ARTICLE

IRREGULAR PAST

REGULAR PAST SINGULAR (-s) POSSESSIVE (-s)

The Monitor Hypothesis

  

Acquisition has the central role Learning functions as a Monitor 3 conditions needed to use Monitor
Time Focus on form Know the rule

 

When Monitor is not used, errors are natural Pedagogically: study of grammar has a place, but a limited one

The Input Hypothesis

 

We acquire by comprehensible input (i) + 1 Input Hypothesis relates to acquisition, not learning Focus not on structure but on understanding the message Do not teach structure deliberately; i+1 is provided naturally when input is understood Production ability emerges. Its not taught directly

The Affective Filter Hypothesis

   

Motivation Self-confidence Anxiety Lower affective filter will go further

The affective filter

Affective Filter

Language Input

Language Acquisition Device

Acquired Competence

Reference


Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York, NY: Prentice Hall, 1987.