Krashen

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=**__ Krashen's Theory of Second Language Acquisition __**= media type="youtube" key="jr64l4FjvBQ" height="340" width="560" align="center"

// "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen//

"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. 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 throughout the United States and Canada" ([|Stephen Krashen's Theory of Second Language Aquisition]
 * __Who is Krashen?__**


 * __Krashen's Five Main Hypotheses:__**
 * The Acquisition-Learning Hypothesis
 * Acquisition is a natural language development process that occurs when the target language is used in meaningful interactions with native speakers, in a manner similar to first language acquisition-with no particular attention to form.
 * Language learning, in contrast, refers to the formal and conscious study of language forms and functions as explicitly taught in foreign language classrooms.
 * Made 2 claims about the acquisition-learning distinction
 * That learning cannot turn into acquisition
 * That it is only acquired language that is available for natural, fluent communication
 * Emphasis on second language acquisition by using the new language for relevant communicative purposes has had substantial, positive influence on classroom practice, especially in regard to the move away from the drill-and-practice pattern aimed at language learning.
 * The Monitor Hypothesis
 * The formal study of language leads to the development of an internal grammar editor or monitor
 * For a student to use the monitor three conditions are necessary: sufficient time, focus on grammatical form, and explicit knowledge of the rules
 * Easier to use the monitor for writing than for speaking
 * Focus on language teaching should be communication not rote rule learning
 * The Natural Order Hypothesis
 * Language learners acquire (rather than learn) the rules of a language in a predictable sequence
 * The Input Hypothesis
 * The acquisition of a second language is the direct result of learners' understanding the target language in natural communication situations
 * A key element is that the input language must not only be understandable, thus the term comprehensible input, but should contain grammatical structures that are just a bit beyond the acquirer's current level of second language development
 * The Affective Filter Hypothesis
 * Addresses affective or social-emotional variables related to second language acquisition
 * The most important variables favoring second language acquisition are a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem
 * Teachers should not force production but allow students a silent period during which they can acquire some language knowledge by listening and understanding, as opposed to learning it through meaningless rote drills

Theories have been influential in promoting language teaching practices that (1) focus on communication, not grammatical form; (2) allow students a silent period, rather than forcing immediate speech production; and (3) create a low-anxiety environment.


 * __Comprehensible Input:__**

Model ** Evidence for the Input Hypothesis ** (chiefly Krashen 1985a)
 * i) || people speak to children acquiring their first language in special ways ||
 * ii) || people speak to L2 learners in special ways ||
 * iii) || L2 learners often go through an initial Silent Period ||
 * iv) || the comparative success of younger and older learners reflects provision of comprehensible input ||
 * v) || the more comprehensible input the greater the L2 proficiency ||
 * vi) || lack of comprehensible input delays language acquisition ||
 * vii) || teaching methods work according to the extent that they use comprehensible input ||
 * viii) || immersion teaching is successful because it provides comprehensible input ||
 * ix) || bilingual programs succeed to the extent they provide comprehensible input ||

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