PART 1

Stephen Krashen, is an expert in the field of linguistics, specializing in theories of language acquisition and development.

Much of his recent research has involved the study of non-English and bilingual language acquisition.

During the past 20 years, he has published well

over 100 books and articles and has been invited

to deliver over 300 lectures at universities all over

the United States and Canada.

This is a brief description of Krashen's widely

known and well accepted theory of second

language acquisition, which has had a large

impact in all areas of the second language

research and teaching since the 1980s.

Krashen's theory of SLA consists of five main

hypotheses:

◦ The Acquisition-Learning hypothesis;

◦ The Monitor hypothesis;

◦ The Natural Order hypothesis;

◦ The Input hypothesis; and

◦ The Affective Filter hypothesis.

The “Acquisition-Learning” distinction is the

most fundamental of all the hypotheses in

Krashen's theory and the most widely known

among linguists and language practitioners.

According to Krashen, there are two

independent systems of second language (SL)

performance: 'the acquired system' and 'the

learned system'.

Acquisition-Learning Hypothesis

a) 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 needs 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.

b) The 'learned system' or 'learning' is the product of formal instruction and it involves a conscious process which results in conscious knowledgeabout the language (for example knowledge of grammar rules, knowledge of phonological rules, knowledge of punctuation rules, etc.).

Systems of SL

Performance

Acquired System

(acquisition)

Learned System

(learning)

Learning → conscious; acquisition → unconscious.

There are two distinctive ways of developing competences in second languages; acquisition, that is by using language for real communication, and learning, that is knowing about language.

Krashen states that, “learning is less important than “acquisition”,and “learning” does not turn into “acquisition”.

CONCLUSION:

The Monitor hypothesis explains the relationship between acquisition and learning, and defines the influence of the later (learning) on the former (acquisition).

According to Krashen, the acquisition system is the “utterance initiator”, while the learning system performs the role as the 'monitor' or the 'editor'.

Monitor Hypothesis

In other words,

Learning has a function as a monitor or editor;

Acquisition merely initiates the speaker’s utterances and is responsible for fluency.

The Natural Order hypothesis suggests that the acquisition of grammatical structures follows a 'natural order' which is predictable.

For any given language, certain grammatical structures are acquired earlywhile others are acquired later in the process.

Natural Order Hyphothesis

The Input hypothesis is Krashen's effort to

explain how the learner acquires a second

language.

In other words, this hypothesis is Krashen's

explanation of how the ‘Second Language

Acquisition’ (SLA) takes place.

Thus, the Input hypothesis is only concerned

with 'acquisition', not 'learning'.

Input Hyphothesis

Humans acquire language in only one

way - by understanding messages or

by receiving comprehensible input.

Finally, the fifth hypothesis, the Affective FilterHypothesis, represents the quality of Krashen's view that a number of 'affective variables' play a facilitative role in Second Language Acquisition (SLA).

These variables include: motivation, self-confidence, attitude, anxiety, and other emotional states.

Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better provided for success in SLA.

Affective Filter Hyphothesis

Low motivation, self-confidence and anxiety can raise the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition.

In other words, a mental block, caused by affective factors, that prevents input from reaching the language acquisition device.

When the filter is up, automatically the input is blocked, and it causes problems in language acquisition.

FILTER LAD

(Language Acquisition Device)

ACQUIRED

COMPETENCE

The operation of the “Affective Filter”, Krashen, 1982

Up

INPUT

THE INPUT IS BLOCKED

NOTE: LAD is an instinctive mental capacity (innate facility for acquiring language), which enables a human to acquire and produce language.