KRASHEN'S THEORY

The Acquisition-Learning Hypothesis

There are two ways of developing language ability: by acquisition and by learning.
Acquisition is a subconscious process, as in the case of a child learning its own language or
an adult 'picking up' a second language simply by living and working in a foreign country.
Learning is the conscious process of developing a foreign language through language lessons
and a focus on the grammatical features of that language.

According to Krashen, learned language cannot be turned into acquisition. It is pointless

spending a lot of time learning grammar rules, since this will not help us become better users
of the language in authentic situations. At most, the knowledge we gain about the language
will help us in direct tests of that knowledge or in situations when we have time to
self-correct, as in the editing of a piece of writing.

—-------------------------------------------------------------------------------------------------------------
--------

It's not the same: the language that you learn and the language that you acquire. As an adult,
you don't get the same level of competence because you learn the language, you don't acquire
it. It's more difficult to acquire the language as an adult.

Critics: There is no evidence that you can't acquire the language only because you are old.
There is no line that divides these two: learning and acquiring. You don't need to separate,
you can use them together.

Universally accepted: Learning is less important than acquiring. Grammar is better learnt
when you are exposed to the language naturally, by using it.
—-------------------------------------------------------------------------------------------------------------
--------

The Natural Order Hypothesis

Language is acquired in a predictable order by all learners. This order does not depend on the
apparent simplicity or complexity of the grammatical features involved. The natural order of
acquisition cannot be influenced by direct teaching of features that the learner is not yet ready
to acquire.

It is claimed that the natural order of acquisition is very similar for a native-English child
learning its own language and for an adult learning English as a foreign language. For
example, the -ing form (present continuous) will be acquired early on and almost certainly
before the -s inflection in the third person present simple (she likes, he eats, etc.) As Krashen
points out, much of the frustration experienced by teachers and their students in grammar
lessons results from the attempt to inculcate a grammatical form which the learner is not yet
ready to acquire.
—-------------------------------------------------------------------------------------------------------------
--------
Everybody learns a language in order. You learn -ing before the 3rd person -s.

Critics: He only studies this focus on English, maybe in other languages not. He doesn't
consider what is your first language, which maybe can be important. Because if in both
languages something is similar you acquire it easier.

Universally accepted: Some things are learned in order; for example, -ing before 3rd person
-s and yes/no question that other type of questions.

—-------------------------------------------------------------------------------------------------------------
--------
The Monitor Hypothesis
We are able to use what we have learned (in Krashen's sense) about the rules of a language in
monitoring (or self-correcting) our language output. Clearly, this is possible in the correction
of written work. It is much more difficult when engaging in regular talk. Krashen states that it
is often difficult to use the monitor correctly since the rules of a language can be extremely
complex. Two examples from English are the rules about the articles (a/the) and the future
tense". Even assuming the learner has a good knowledge of the rule in question, it is difficult
to focus on grammar while simultaneously attempting to convey meaning (and possibly
feeling). Most normal conversation simply does not provide enough time to do so.

This cartoon shows when not to use the monitor. In Stevick's terminology, JM in the cartoon
is suffering from "lathophobic aphasia", an "unwillingness to speak for fear of making a
mistake". (See Krashen at: Second Language Acquisition and Second Language Learning
[Page 4].)
—-------------------------------------------------------------------------------------------------------------
--------
We are constantly checking what we say, we are revising everything we say. Children learn
more easily because they don't check what they say, they are only communicating. Adults are
revising all the time so that they are using all the grammar rules correctly. That causes
anxiety, affecting language learning.

Critics: It's impossible to monitor or check everything we say.

—-------------------------------------------------------------------------------------------------------------
--------

The Input Hypothesis

We acquire language in one way only: when we are exposed to input (written or spoken
language) that is comprehensible to us. Comprehensible input is the necessary but also
sufficient condition for language acquisition to take place. It requires no effort on the part of
the learner.
Krashen now refers to this as the Comprehension Hypothesis. It states that learners acquire
language when they are exposed to input at i+1, where i is the current state or stage of
language proficiency. Learners use their existing acquired linguistic competence together
with their general world knowledge to make sense of the messages they receive in language
just beyond where they currently are (the +1). Given comprehensible input at i+1, acquisition
will take place effortlessly and involuntarily.

This theory has clear implications for language teachers; namely, that their language
instruction should be full of rich input (both spoken and written language) that is roughly
tuned at the appropriate level for the learners in the class.
—-------------------------------------------------------------------------------------------------------------
--------
We only learn a language by being exposed to it (comprehensible input): listening or reading.
i+1 (i:english knowledge/+1: a little bit more, one more level, a little bit more difficult)
The children need to understand the input.

Critics: You also can learn a language by speaking and writing. You also need to produce
language. The skills are not separated. It's difficult to define what your “i” is.

Universally accepted: We learn when we are exposed to input. We need to understand the
input to effective language learning.
—-------------------------------------------------------------------------------------------------------------
--------

The Affective Filter Hypothesis

Comprehensible input will not result in language acquisition if that input is filtered out before
it can reach the brain's language processing faculties. The filtering may occur because of
anxiety, poor self-esteem or low motivation.

Learners with a low affective filter will not only be efficient language acquirers of the
comprehensible input they receive. They are also more likely to interact with others,
unembarrassed by making mistakes for example, and thus increase the amount of that input.
—-------------------------------------------------------------------------------------------------------------
--------
Anxiety, poor self-esteem and motivation. These three things can affect what we get from the
comprehensible input. It affects how learning happens. Children learn easily because they are
not affected as much by these things like adults.

Critics: It doesn't explain how it affects one of each.

—-------------------------------------------------------------------------------------------------------------
--------
Silent period
When a child starts to speak, her/his language acquisition has started much more before.
He/She was listening to comprehensible input.