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Copyright Linguaprof
2010
Theories of second-language learning- Krashen’s theories
Based on Barry McLaughlin: Thoeries of Second-
language Learning (Edward Arnold, 1987)
Lightbown and Spada: How Languages are learned (OUP,1993)
Copyright Linguaprof
2010
Krashen, five central hypothesis
The Acquisition-Learning Hypothesis
The Monitor Hypothesis The Natural Order Hypothesis The Input Hypothesis The Affective Filter Hypothesis
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2010
The Acquisition-Learning Hypothesis
Learning- conscious, Acquisition-unconscious
“Learning” does not turn into “acquisition”, says Krashen
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2010
The Acquisition-Learning Hypothesis
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2010
Claims Sometimes there is Acquisition
without Learning- people can speak without knowing rules consciously
Sometimes learning never becomes acquisition- knows the rule but always breaks it
No-one knows anywhere near all the rules
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2010
LAD – Language Acquisition Device
Krashen, Chomsky Do adults have it too?
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2010
The Monitor Hypothesis
Learning has only one function, that is as a Monitor or editor
Acquisition initiates the speaker’s utterances and is responsible for Fluency
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2010
3 conditions for Monitor use
Time Focus on form/ correctness Know the rule
All these are problematic, difficult to demonstrate
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2010
Krashen explained the individual differences on the Monitor concept
Monitor over-users Monitor under-users Optimal monitor users
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2010
Adults vs. Children
Children are better learners because they do not use the Monitor
The second explanation is related to the “affective filter”, discussed later
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2010
Problems Acquisition-learning distinction not
clearly defined The theory that learning will not
become acquisition can’t be tested empirically
It is only in the phonological development that children do better!
We simply cannot unequivocally identify the source of any utterance!
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2010
The Natural Order Hypothesis
We acquire rules in a predictable order, some rules tending to come early and others late.
The order of rules is not determined by its simplicity and is independent of the order in which rules are taught
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2010
The Natural Order Hypothesis, problems
…is based on the “morpheme studies”, which, by focusing on the final form, tell us little about the acquisition process
It can be accepted, but in a weak form: some things are learned before others, but not always
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2010
The Input Hypothesis
People learn in only one way, by understanding messages, getting “comprehensible input”
Speaking is a result, not a cause. If input is understood and there is
enough of it, the necessary grammar is automatically provided.
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2010
Krashen tried to explain his theory by the
“Silent period” Problems: No answer to how language is acquired There may be other explanations for
the silent period (anxiety, personality, etc.)
How do we learn, if in the beginning we know nothing?
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2010
The Input Hypothesis doesn’t explain
How learners progress form understanding to acquisition
What is “comprehensible input”, not clear
…just beyond the syntactic complexity of what he knows at present… - impossible to define clearly
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2010
Conclusion
Acquisition is caused by understanding the input but internal factors are given little emphasis
The importance of output is de-emphasized
A more balanced view is required
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2010
The Affective Filter Hypothesis
There might be a mental block that prevents learners form fully profiting form “comprehensible input”
If the filter is UP, the input is blocked
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2010
filter
up
down
INPUT LAD
Language acquisition device
Acquired
competence
The operation of the “affective filter”, Krashen, 1982
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2010
The Affective Filter theorywas used
To account for he individual differences in language learning
Def.: “ The filter is that part of the processing system that subconsciously screens incoming language based on… “motives, needs, attitudes, emotional states.”
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2010
The filter is described as having 4 functions, determining
Which language model will we select
Which part of the language will be attended first
When the language acquisition effort should cease
How fast we can acquire the language
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2010
Though most of the researchers agree that affective variables play a critical role, there role and existence of the “affective filter” is not clear
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2010
Problems with the theory No coherent explanation for the filter’s
development Can’t be studied Vague in its origin and its function No connection wit first language
acquisition, why? What about the children?
…it can’t explain the individual differences completely!
