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GROUP-5_THEORY-OF-SECOND-LANGUAGE-ACQUISITION-STEPHEN-KRASHEN.pptx
- 1. Stephen Krashens Theory of Second Language By: Group 5 Leizel Mae C. Barrit Brian John Maghanoy
- 2. Stephen Krashen is a renowned American linguist, educational researcher, and activist, known for his groundbreaking contributions to the field of second language acquisition (SLA). He is Emeritus Professor of Education at the University of Southern California, having moved from the Linguistics Department to the School of Education in 1994. He is best known for developing five key hypothesis related to Second Language Acquisition namely: 1. The Acquisition-Learning Hypothesis 2. The Monitor Hypothesis 3. The Natural Order Hypothesis 4. The Input Hypothesis 5. The Affective Filter Hypothesis Stephen Krashen
- 3. The Acquisition Learning Hypothesis Acquisition is a subconscious process, similar to how children learn their first language, where language is acquired naturally through meaningful interaction. According to Krashens Acquisition Learning Hypothesis, there are two independent ways to develop our linguistic skills: ACQUISITION and LEARNING. Acquisiti on Learnin g Learning, on the other hand, is a conscious process that involves explicit knowledge of grammar and language rules
- 4. The Acquisition Learning Hypothesis A child who moves to a new country learns to speak the language by interacting with peers at school. The child doesn't consciously study grammar but gradually becomes fluent through immersion and understanding everyday conversations. Example scenarios of the two independent ways to develop your linguistic skills according to Krashens The Acquisition Learning Hypothesis: Acquisiti on Learnin g An adult learner in a classroom studies a language by learning grammar rules explicitly, like memorizing verb conjugations or practicing syntax drills. The learning happens through structured exercises and deliberate study.
- 5. The Acquisition Learning Hypothesis This strategies listed below focuses on creating a natural and engaging environment for language acquisition, drawing heavily on Krashen's Input Hypothesis and the Acquisition-Learning distinction: A. Story Selection B. Repetition and Chunking C. Retelling of the story D. Role Play E. Low Anxiety Environment Some teaching strategies to implement the two ways in developing your linguistic skills: Acquisiti on Learnin g This strategies listed below focuses on conscious learning of grammar rules, aligning with Krashen's "Learning" aspect of his Acquisition-Learning Hypothesis: A. Identify Target Grammar B. Meaningful Context C. Feedback and correction
- 6. The Monitor Hypothesis This hypothesis explains the relationship between acquisition and learning. Learning acts as a "monitor" or editor to check and correct language output. The monitor is only used when there is enough time, when the learner is focused on form, and when the learner knows the rules.
- 7. The Monitor Hypothesis Example scenario in the context of this hypothesis: - A language learner writes an email in a foreign language. While writing, they rely on their natural fluency (acquired knowledge) to construct sentences but then stop to review what they wrote, using their conscious knowledge of grammar rules (learned knowledge) to correct any mistakes before sending the email. - For instance, they might pause to check if they used the correct tense or verb form.
- 8. The Monitor Hypothesis Some teaching strategies to implement the monitor hypothesis: Krashen's Monitor Hypothesis suggests that conscious learning of grammar rules acts as a "monitor" to check and edit language output, but only when certain conditions are met. These conditions are: Knowledge of the rule: The learner must be aware of the grammatical rule they are trying to apply. Focus on grammatical form: The learner must be consciously thinking about the correctness of their language. Time to apply the rule: The learner must have sufficient time to reflect and make corrections.
- 9. The Input Hypothesis This hypothesis suggests that language is acquired through exposure to "comprehensible input" that is just slightly beyond the current level of competence (denoted as i+1). Learners understand input by using context, visual cues, and prior knowledge, and it leads to language acquisition when the input is comprehensible.
- 10. The Input Hypothesis Example scenario in the context of this hypothesis: - A student studying Spanish at an intermediate level watches a Spanish TV show with subtitles. Much of the conversation is understandable, but they encounter a few new vocabulary words or sentence structures that are slightly more advanced than what they know. Because they understand the general context of the scene, they can grasp the meaning of the new words and thus expand their language skills. - This input (i+1) is just beyond their current level but still comprehensible, which helps the learner acquire new language.
- 11. The Input Hypothesis Some teaching strategies to implement the input hypothesis: Krashen's Input Hypothesis states that language acquisition happens when learners are exposed to comprehensible input, meaning language that is slightly above their current level but still understandable. Here are some teaching strategies to implement this: 1. Create a Language-Rich Environment 2. Storytelling and Reading 3. Listening and Watching 4. Conversations and Communication
- 12. The Natural Order Hypothesis Language learners acquire parts of a language in a predictable order. Some grammatical structures tend to be acquired before others, regardless of the learners native language or the teaching order in classrooms.
- 13. The Natural Order Hypothesis Example scenario in the context of this hypothesis: A language learner acquires grammatical structures in a predictable sequence, regardless of how they are taught in a classroom. For instance, a learner of English might first correctly use simple plurals ("cats") and then progress to using past tense forms ("walked"), even if the textbook introduces the past tense first. The learner's natural acquisition order may differ from the syllabus but is still predictable.
- 14. The Natural Order Hypothesis Some teaching strategies to implement natural order hypothesis: Krashen's Natural Order Hypothesis suggests that language learners acquire grammatical structures in a predictable order, regardless of instruction. Here are some strategies to implement this: 1.Embrace the Natural Order 2. Limit Explicit Grammar Instruction 3. Differentiate Instruction 4. Manage Error Correction
- 15. The Affective Filter Hypothesis Emotional variables, such as motivation, anxiety, and self-confidence, play a role in language acquisition. When these factors are favorable, the "affective filter" is low, allowing more input to reach the language acquisition device. A high affective filter blocks input, hindering acquisition.
- 16. The Affective Filter Hypothesis Example scenario in the context of this hypothesis: - A high school student learning French feels nervous when speaking in class because they are self-conscious and fear making mistakes. This anxiety creates a high "affective filter," which blocks their ability to fully absorb the language during lessons. - Conversely, when that same student speaks with a supportive friend in a casual setting, they feel relaxed, confident, and more open to learning. In this case, the affective filter is low, and they acquire more of the language effortlessly.
- 17. The Affective Filter Hypothesis Some teaching strategies to implement affective filter hypothesis: Krashen's Affective Filter Hypothesis suggests that emotional factors like anxiety, motivation, and self-confidence can act as a barrier to language acquisition. A high affective filter can block language input, making it difficult for learners to acquire the language. Here are some strategies to lower the affective filter: 1. Create a Safe and Supportive Learning Environment 2. Foster Motivation and Engagement 3. Reduce Anxiety and Build Confidence