ONLINE ASSIGNMENT 01- KRASHEN'S HYPOTHESIS

       

  KRASHEN'S HYPOTHESIS

Introduction

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. Since 1980, he has published well over hundred books and article and has been invited to deliver over three hundred lecture at universities throughout the United States. Krashen’s widely known and well-accepted theory of second language acquisition, which has has a large impact in all areas of second language research and teaching. He says,

 

”Language acquisition does not require extensive use of conscious grammatical 
tedious drills”. 
                                                       And
“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 message they are conveying and understanding."

KRASHEN'S THEORY OF SECOND LANGUAGE AQUISITION

This theory claims that the second language can be acquired the same way people acquired their mother tongue. Krashen’s theory of second language acquisition consists of five main 

hypotheses:

I. The Acquisition – Learning hypothesis

II. The Monitor hypothesis

III. The Natural Order hypothesis

IV. The Input hypothesis

V. The Affective Filter hypothesis

The Acquisition – Learning Hypothesis

This is the most fundamental of Krashen’s hypotheses. The two systems, viz the `acquired 'and the `learned’ are two independent systems of second language performance according to him. The first is a product of sub conscious process very similar to that how children acquire their first language. It requires meaningful interaction- natural communication. In this, speakers concentrate in the communicative act not on formal learning. Learning is the product of formal instruction and comprises a conscious process which results in conscious knowledge `about’ the language, ie. of grammar rules .A deductive approach in a teacher￾centered setting produces “learning,” while an inductive approach in a student-centered setting leads to “acquisition”. According to Krashen `learning’ is less important than `acquisition’. 

The Monitor Hypothesis

This explains the relationship between acquisition and learning. The Monitoring function is the practical result of the learned grammar. Acquisition system is related to utterance initiator, while the learning system is monitor or editor oriented. The `monitor’ is concerned with planning, correcting, editing in three conditions or states ie the second language learner has enough time to learn, he focuses on form and thinks about correctness, and knows the rules. The monitor role is to correct deviations from normal speech and give it a polished appearance. With regard to the degree of use of monitors, he finds three classes￾the over users, the optimal users and the under users. An evaluation of the person’s psychological profile can help to determine to what group they belong. Usually extroverts are under users, while introverts and perfectionists are over-users. Lack of self confidence is frequently related to the overuse of the “monitor”.

The Natural Order Hypothesis

This is based on research findings (Dulay and  1974, Fathman 1975, Makino 1980 cited in Krashen 1987) which suggests that acquisition of grammatical structures follows a predictable natural order early or late in the course. The order was found to be independent of age, sex, L1 background, exposure conditions, etc. There were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition. However he points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. Krashen repudiates grammatical sequencing when the goal is language acquisition.

The Input Hypothesis

This hypothesis is krashen’s explanation for how L2 acquisition takes place. So this 

hypothesis is concerned with acquisition, not learning of the second language. Here the learner progresses through the Natural Order. When he receives the L2 input that is one step beyond his current stage of linguistic competence. He suggests that, while designing a syllabus, the communicative input is the key for it since there are individual differences among the L2 learners.

The Affective Filter Hypothesis

Here Krashen expresses his view that a number of `affective variables’ play a facilitative non – casual role in L2 acquisition. The variables here are motivation, self confidence and anxiety. Learners who have high level motivation, self confidence and self image, but with low level anxiety are better equipped for success in L2 learning. Their opposites will create a mental block preventing comprehensible input from being used for acquisition. When the filter is up impediment is stronger. Positive affect is necessary but that is not all.

Conclusion

According to Krashen, the study of the structure of the language can have general 

educational advantages and values that high schools and colleges may want to include in their language programs. Any benefit, however, will greatly depend on the learner being already familiar with the language. It should also be clear that analyzing the language, formulating rules setting irregularities apart, and teaching complex facts about the target language is not language teaching, but rather is “language appreciation” or linguistics, which does not lead to communicative proficiency.If acquisition is more central, and learning of less use to second language performance, and if comprehensible input and the filter are the essential causative variables for second language acquisition, the classroom should help only to the extent it supplies comprehensible input in an environment conducive to a filter. In this assignment I discussed about krashen’s views and his theories of second language acquisition. According to him “language acquisition does not require extensive use of conscious grammatical rules and does not require tedious drills”. Krashen’s theory of second language acquisition consists of five main hypothesis mentioned above is based on this concept.

Reference

Becoming an English Teacher – Stephen Clarke (2010)

https://www.sk.com.br/sk-krash-english.html

http://www.languageinindia.com/april2002/tesolbook.htm