Krashen
Krashen’s Theory of Second Language Acquisition
He affirmed, “language acquisition, first or second, occurs when comprehension of real messages occurs, and when the acquirer is not ‘on the defensive’... Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production”.
Krashen's theory of second language acquisition consists of five main hypotheses:
▪ the Acquisition-Learning hypothesis; ▪ the Natural Order hypothesis; ▪ the Monitor hypothesis; ▪ the Input hypothesis; ▪ the Affective Filter hypothesis.
THE ACQUISITION-LEARNING hypothesis Adults have two different ways to develop competence in a language: language acquisition and language learning. Language acquisition is a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a "feel" for correctness. "In non-technical language, acquisition is 'picking-up' a language." 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. Language learning, on the other hand, refers to the "conscious knowledge of a second
He affirmed, “language acquisition, first or second, occurs when comprehension of real messages occurs, and when the acquirer is not ‘on the defensive’... Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production”.
Krashen's theory of second language acquisition consists of five main hypotheses:
▪ the Acquisition-Learning hypothesis; ▪ the Natural Order hypothesis; ▪ the Monitor hypothesis; ▪ the Input hypothesis; ▪ the Affective Filter hypothesis.
THE ACQUISITION-LEARNING hypothesis Adults have two different ways to develop competence in a language: language acquisition and language learning. Language acquisition is a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a "feel" for correctness. "In non-technical language, acquisition is 'picking-up' a language." 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. Language learning, on the other hand, refers to the "conscious knowledge of a second