Krashen, five central hypothesis

Krashen, five central hypothesis

1. Paper Name : A English Language Teaching1
Assignment Topic : Krashen, five central hypothesis
Name: Solanki Pintu V
Sem : 3
Roll No : 29
Enrollment No: PG15101037
Email: [email protected]
Submitted to :
M.K. BHAVNAGAR UNIVERSITY
Department Of English

2. Stephen Krashen
About 25 years ago, a psychologist
named Stephen Krashen transformed
language teaching.
He had been developing his ideas over a
number of years, but several books he
published in the 1980s received
widespread acceptance.

3. ➔According to Krashen’s acquisition-learning
hypothesis, there are two independent ways to
develop our linguistic skills: acquisition and
learning.
➔This theory is at the core of modern language
acquisition theory, and is perhaps the most
fundamental of Krashen's theories on second
acquisition.

4. Krashen, five central
hypothesis
1.The Acquisition-Learning Hypothesis
2.The Monitor Hypothesis
3.The Natural Order Hypothesis
4.The Input Hypothesis
5.The Affective Filter Hypothesis

5. The Acquisition-Learning
Hypothesis
●Learning- conscious,
Acquisition-unconscious
●“Learning” does not turn into
“acquisition”, says Krashen

6. 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

7. 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

8. 3 conditions for Monitor use
Time
Focus on form/ correctness
Know the rule
All these are problematic, difficult to
demonstrate

9. Krashen explained the individual
differences on the Monitor concept
1)Monitor over-users
2)Monitor under-users
3)Optimal monitor users

10. Adults vs. Children
✔Children are
better learners
because they do
not use the
Monitor

11. 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!

12. 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

13. The acquisition of grammatical structures
follows a “natural order” which is predictable.
English is perhaps the most studied language
as far as natural order hypothesis is concerned,
and of all structures of English, morphology is
the most studied.

14. Krashen believes that the implication of the
natural order hypothesis is not that our syllabi
should be based on the order found in the
studies.
The only instance in which the teaching of
grammar can result in language acquisition is
when the students are interested in the subject
and the target language is used as a medium of
instruction.

15. The Input Hypothesis

We acquire language only when we understand
language that contains structure that is “a little
beyond” where we are now.

This is possible because we use more than our
linguistic competence to help us understand.

16. 
The input hypothesis says that we acquire by
“going for meaning” first, and as a result, we
acquire structure.

It also states that speaking fluency cannot be
taught directly. It emerges over time, on its
own.

17. 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

18. The Affective Filter Hypothesis

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 and anxiety.

19. Low motivation, low self-esteem, and
debilitating anxiety can combine to '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.

20. Krashen claims that learners with high
motivation, self-confidence, a good
self-image, and a low level of anxiety
are better equipped for success in
second language acquisition.

21. Conclusion
 The acquisition-learning hypothesis is
at the core of modern language
acquisition theory, and is perhaps the
most fundamental of Krashen's theories
on second acquisition.

22. REFERENCES
●http://www.sdkrashen.com/content/books/principles_and_practice.pdf
●http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html
●