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STEPHEN D. KRASHEN
5 Hypotheses of L2 Acquisition
BACKGROUND
Ph.D. in Linguistics from UCLA
Emeritus professor of Education at University of Southern
California
Research concerns:
1. Second Language Acquisition
2. Bilingual Education
3. Literacy
4. Neurolinguistics
ACQUISIT ION-LEARNING DISTINCTION
Adults have 2 independent ways of developing competency in L2.
1. Acquisition – a subconscious process; adult not usually
aware of acquisition; adult just has a feel for
correctness;
also referred to as implicit learning, informal learning
or
natural learning.
2. Learning – a conscious process; being aware; knowing
the rules; explicit or formal learning
NATURAL ORDER HYPOTHESIS
Acquisition proceeds in a predictable order
In 1973, Brown found that child acquisition of English as
a native language shows some morphemes are acquired
before others.
In 1974, Dulay and Burt found that this is true regardless
of the child’s L1.
NATURAL ORDER HYPOTHESIS MODEL
ING (progressive) / Plural forms / Copula (to be)
Auxiliary ( progressive is ___-ing) / Articles
Irregular Past Tense
Regular Past Tense / 3rd Person singular / Possessive
-s
MONITOR HYPOTHESIS
Acquisition and learning are used in different ways
1. Acquisition – This initiates utterances in
L2 and is
responsible for fluency.
2. Learning – This serves as a monitor, or
editor, and
makes changes in utterances.
THE MONITOR HYPOTHESIS
THE MONITOR HYPOTHESIS
Dulay, Burt and Krashen, point out that there are three
internal factors that operate as people learn L2:
1. Filter (subconscious) – motives, needs, attitudes,
emotion
2. Organizer (subconscious) – organizes new language
system and gradually builds up rules
3. Monitor (conscious) – processes information
(Dulay, Burt and Krashen 45-46)
INPUT HYPOTHESIS
Krashen puts it this way: “a necessary (but not sufficient)
condition to move from i to i + 1 is that the acquirer must
understand input that contains i + 1, where “understand” means
that the acquirer is focused on the meaning and not the form of
the message.” (Krashen 21)
We acquire when we understand language containing structures
beyond what we know.
We “acquire by ‘going for meaning’ first, and as a result, we
acquire structure.” (Krashen 21)
AFFECTIVE FILTER HYPOTHESIS
Proposed by Dulay/Burt in 1977
Affecting variables
1. Motivation – High motivation leads to better L2
acquisition.
2. Self-confidence – High self-confidence leads to
better L2
acquisition.
3. Anxiety – Low anxiety is conducive to L2 acquisition.
COMBINED MODEL OF ACQUISITION AND
PRODUCTION
DOES LANGUAGE TEACHING HELP?
It does when the opportunities to for acquisition
outside the classroom are not plentiful.
It does not when comprehensible input outside of
the classroom is plentiful and when L2 learners are
competent enough to take advantage of it.
KRASHEN ON GRAMMAR INSTRUCTION
“The only instance in which the teaching of grammar
can result in language acquisition (and proficiency)
is when the students are interested in the subject
and the target language is used as a medium of
information.”
-Ricardo Schütz paraphrasing Krashen
KRASHEN SHOWING HIS THEORY
http://www.youtube.com/watch?v=IqukbEigUtk
REFERENCES
Cook, V. “Krashen’s Comprehension Hypothesis Model of L2
Learning.” Krashen’s Theory of Second Language Acquisition.
http://homepage.ntlworld.com/vivian.c/SLA/Krshen.htm
Dulay, H, Burt, M and Krashen, T (1982). Language Two. New York: Oxford University Press
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford, Eng:
Pergamon
Press, Ltd.
Schütz, R. (2007). “Stephen Krashen’s Theory of Second
Language Acquisition.” English Made in Brazil.
http://www.sk.com.br/sk-krash.html.
Sole, Y.R. (1994). “The input hypothesis and the bilingual learner.” Bilingual Review 19(2), 99-110.
Bilingual Review Press.