Stephen D. Krashen

1. Stephen D. Krashen 5 Hypotheses of L2 Acquisition

2. Background • Ph.D. in Linguistics from UCLA • Emeritus professor of Education at University of Southern California • Research concerns: • 1. Second Language Acquisition • 2. Bilingual Education • 3. Literacy • 4. Neurolinguistics

3. Acquisition-Learning Distinction • Adults have 2 independent ways of developing competency in L2. 1. Acquisition – a subconscious process; adult not usually aware of acquisition; adult just has a feel for correctness; also referred to as implicit learning, informal learning or natural learning. 2. Learning – a conscious process; being aware; knowing the rules; explicit or formal learning

4. Natural Order Hypothesis • Acquisition proceeds in a predictable order • In 1973, Brown found that child acquisition of English as a native language shows some morphemes are acquired before others. • In 1974, Dulay and Burt found that this is true regardless of the child’s L1.

5. Natural Order hypothesis Model ING (progressive) / Plural forms / Copula (to be) Auxiliary ( progressive is ___-ing) / Articles Irregular Past Tense Regular Past Tense / 3rd Person singular / Possessive -s

6. Monitor Hypothesis • Acquisition and learning are used in different ways 1. Acquisition – This initiates utterances in L2 and is responsible for fluency. 2. Learning – This serves as a monitor, or editor, and makes changes in utterances.

7. The monitor Hypothesis

8. The monitor Hypothesis • Dulay, Burt and Krashen, point out that there are three internal factors that operate as people learn L2: 1. Filter (subconscious) – motives, needs, attitudes, emotion 2. Organizer (subconscious) – organizes new language system and gradually builds up rules 3. Monitor (conscious) – processes information (Dulay, Burt and Krashen 45-46)

9. Input Hypothesis • Krashen puts it this way: “a necessary (but not sufficient) condition to move from i to i + 1 is that the acquirer must understand input that contains i + 1, where “understand” means that the acquirer is focused on the meaning and not the form of the message.” (Krashen 21) • We acquire when we understand language containing structures beyond what we know. • We “acquire by ‘going for meaning’ first, and as a result, we acquire structure.” (Krashen 21)

10. Affective filter hypothesis • Proposed by Dulay/Burt in 1977 • Affecting variables 1. Motivation – High motivation leads to better L2 acquisition. 2. Self-confidence – High self-confidence leads to better L2 acquisition. 3. Anxiety – Low anxiety is conducive to L2 acquisition.

11. Combined model of acquisition and production

12. Does Language teaching Help? • It does when the opportunities to for acquisition outside the classroom are not plentiful. • It does not when comprehensible input outside of the classroom is plentiful and when L2 learners are competent enough to take advantage of it.

13. Krashen On grammar Instruction “The only instance in which the teaching of grammar can result in language acquisition (and proficiency) is when the students are interested in the subject and the target language is used as a medium of information.” -Ricardo Schütz paraphrasing Krashen

14. KrAshen Showing His Theory http://www.youtube.com/watch?v=IqukbEigUtk

15. References Cook, V. “Krashen’s Comprehension Hypothesis Model of L2 Learning.” Krashen’s Theory of Second Language Acquisition. http://homepage.ntlworld.com/vivian.c/SLA/Krshen.htm Dulay, H, Burt, M and Krashen, T (1982). Language Two. New York: Oxford University Press Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford, Eng: Pergamon Press, Ltd. Schütz, R. (2007). “Stephen Krashen’s Theory of Second Language Acquisition.” English Made in Brazil. http://www.sk.com.br/sk-krash.html. Sole, Y.R. (1994). “The input hypothesis and the bilingual learner.” Bilingual Review 19(2), 99-110. Bilingual Review Press.