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Stephen D. Krashen Second Language Acquisition Theory

Stephen D. Krashen Second Language Acquisition Theory . Borinquen Writing Project Prof. Helen Avilés Abreu Prof. Myrna Monllor Jiménez. Stephen D. Krashen University of Southern California. linguist researcher activist. How do we acquire a language?. How our Brain Works…. Neurons

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Stephen D. Krashen Second Language Acquisition Theory

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  1. Stephen D. KrashenSecond Language Acquisition Theory Borinquen Writing Project Prof. Helen Avilés Abreu Prof. Myrna Monllor Jiménez

  2. Stephen D. Krashen University of Southern California linguist researcher activist

  3. How do we acquire a language?

  4. How our Brain Works… Neurons Neurotransmitters

  5. Synapses

  6. Our Brain Speech production Understanding of written and spoken language

  7. The Brain • 100 neurotransmitters • 50 brain areas responsible for cognition • Senses • Processes • Stores • Retrieves information

  8. Acquisition – Learning Distinction Hypothesis • Learning - awareness of rules • Language acquisition - subconscious process

  9. The Natural Order Hypothesis PREDICTABLE

  10. The Monitor Hypothesis • The conscious editor is called the Monitor. • Monitor over-users • Monitor under-users • Optimal Monitor users

  11. The Input Hypothesis • Competency is developed over time. • Structures that are “a little beyond” where the language learner is now. • “Production ability emerges, it is not taught directly.” i + 1 Silent period : Build up confidence, then produce.

  12. The Affective Filter Anxiety, tension, stress Self-confidence, motivation

  13. Approaches to Language Teaching • Grammar Translation • Audio-lingualism • Cognitive-code • Direct Method • Natural Approach • Total Physical Response (TPR) • Suggestopedia

  14. Conclusions • The more comprehensible input one receives in low-stress situations, the more competence one will have. • Receiving comprehensible input is central to acquiring a second language. • The teacher’s goal is to prepare students to be able to understand the language used outside the classroom. • Conscious learning has a role, but not the leading role. • Provide more reading material, speaking practice and much fewer drills and exercises

  15. References • http://video.pbs.org/video/1402987791/?starttime=508001 • http://www.nichcy.org/educatechildren/effective/pages/brain101.aspx • http://www.nichd.nih.gov/news/releases/brain_function.cfm • http://brains.org • http://help4teachers.com/bilingualism.htm

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