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5 Krashens Theory Second Language Acquisition

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49 views3 pages

5 Krashens Theory Second Language Acquisition

Uploaded by

Freddy Downs
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© © All Rights Reserved
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THEORIES OF A SECOND LANGUAGE LEARNING 2024

Stephen Krashen's Theory of Second Language Acquisition

Stephen Krashen (University of Southern California) 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. Since
1980, he has published well over 100 books and articles and has been invited to deliver
over 300 lectures at universities throughout 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 second language research
and teaching.

The 5 hypotheses of Krashen's Theory of Second Language Acquisition

Krashen's theory of second language acquisition consists of five main hypotheses:

 the Acquisition-Learning hypothesis;


 the Monitor hypothesis;
 the Input hypothesis;
 and the Affective Filter hypothesis;
 the Natural Order hypothesis.

The Acquisition-Learning distinction is the most fundamental of the five hypotheses in


Krashen's theory and the most widely known among linguists and language teachers.
According to Krashen there are two independent systems of foreign language performance:
'the acquired system' and 'the learned system'. 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 requires 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.

The "learned system" or "learning" is the product of formal instruction and it comprises a
conscious process which results in conscious knowledge 'about' the language, for example

By George Mairena Página 1


THEORIES OF A SECOND LANGUAGE LEARNING 2024

knowledge of grammar rules. A deductive approach in a teacher-centered setting produces


"learning", while an inductive approach in a student-centered setting leads to "acquisition".

The Monitor hypothesis explains the relationship between acquisition and learning and
defines the influence of the latter on the former. The monitoring function is the practical
result of the learned grammar. According to Krashen, the acquisition system is the
utterance initiator, while the learning system performs the role of the 'monitor' or the
'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific
conditions are met:

The second language learner has sufficient time at their disposal.


They focus on form or think about correctness.
They know the rule.

It appears that the role of conscious learning is somewhat limited in second language
performance. According to Krashen, the role of the monitor is minor, being used only to
correct deviations from "normal" speech and to give speech a more 'polished' appearance.

Krashen also suggests that there is individual variation among language learners with
regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the time
(over-users); those learners who have not learned or who prefer not to use their conscious
knowledge (under-users); and those learners that use the 'monitor' appropriately (optimal
users). An evaluation of the person's psychological profile can help to determine to what
group they belong. Usually extroverts are under-users, while introverts and perfectionists
are over-users. Lack of self-confidence is frequently related to the over-use of the
"monitor".

The Input hypothesis is Krashen's attempt to explain how the learner acquires a second
language – how second language acquisition takes place. The Input hypothesis is only
concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner
improves and progresses along the 'natural order' when he/she receives second language
'input' that is one step beyond his/her current stage of linguistic competence. For example,
if a learner is at a stage 'i', then acquisition takes place when he/she is exposed

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THEORIES OF A SECOND LANGUAGE LEARNING 2024

to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the learners can be
at the same level of linguistic competence at the same time, Krashen suggests that natural
communicative input is the key to designing a syllabus, ensuring in this way that each
learner will receive some 'i + 1' input that is appropriate for his/her current stage of
linguistic competence.

The Affective Filter hypothesis embodies Krashen's view that a number of 'affective
variables' play a facilitative, but non-causal, role in second language acquisition. These
variables include: motivation, self-confidence, anxiety and personality traits. Krashen
claims that learners with high motivation, self-confidence, a good self-image, a low level of
anxiety and extroversion are better equipped for success in second language acquisition.
Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective
filter and form a 'mental block' that prevents comprehensible input from being used for
acquisition. In other words, when the filter is 'up' it impedes language acquisition. On the
other hand, positive affect is necessary, but not sufficient on its own, for acquisition to take
place.

Finally, the less important Natural Order hypothesis is based on research findings (Dulay
& Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that
the acquisition of grammatical structures follows a 'natural order' which is predictable. For
a given language, some grammatical structures tend to be acquired early while others late.
This order seemed to be independent of the learners' age, L1 background, conditions of
exposure, and although the agreement between individual acquirers was not always 100%
in the studies, there were statistically significant similarities that reinforced the existence of
a Natural Order of language acquisition. Krashen however points out that the implication of
the natural order hypothesis is not that a language program syllabus should be based on the
order found in the studies. In fact, he rejects grammatical sequencing when the goal is
language acquisition.

By George Mairena Página 3

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