Stephen Krashen

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Stephen Krashens L2 Acquisition Theory

• Compiled by Doris Shih

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Outline for Today

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

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• What are the causative variables in second
  language acquisition?

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

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Effecting Variables

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

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The Acquisition-Learning Hypothesis

• Acquisition subconsciously picking up
• Learning conscious
• Error correction
• Explicit instruction
• Children acquire language better than adults

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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

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The order for L2 learners (Krashen, 1977)
ING (progressive) PLURAL COPULA (to be)
AUXILIARY ARTICLE
IRREGULAR PAST
REGULAR PAST SINGULAR (-s) POSSESSIVE (-s)
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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

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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 i1 is
  provided naturally when input is understood
• Production ability emerges. Its not taught
  directly

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The Affective Filter Hypothesis

• Motivation
• Self-confidence
• Anxiety
• Lower affective filter will go further

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The affective filter
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Reference

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