krashen.pptx

8/17/2019 krashen.pptx

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Krashen

S t e p h e n K r a s h e n : s p e c i a l i s e s i n 2 n d

l a n g u a g e a c q u i s i t i o n &

d e v e l o p m e n t – n o n - E n g l i s h & b i l i n g u a l


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Theory of Language

• Reject grammar being central part of lang – in factgramm structure not require eplicit anal!sis"eplanation

b! lang teacher# learner or teaching materials$

• %ommunication as main function: eg of communicative

approach• o emphasis on 'theor! of language( at all – some sa!

there is none – such as )regg#*+,$

• .ain focus vocabular! – leicon – used to send messages

– grammar is a b!-product

• /lthough the! sa! the! it is 'communicative(# similar toaudiolinguists in that the! see learning occurring instages$


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• 0ed to collaboration Krashen & 1errell 1rac!#

Spanish teacher in %alifornia -*+334 *+,2 – '1heatural /pproach(5$

• 6anted language to be learned along morenaturalistic principles of lang acqn$ 7sing Krashen(s

theories# '1he atural /pproach( published in *+,8– lang acqn – Krashen# procedures – 1errell$

Emphasis is on:

• eposure"input not practice

•

ma9ing ss emotionall! prepared to learn• alloing ss to listen before production

• need to use ritten & other sources for input


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; main h!potheses

• acquisition-learning

• monitor

•

natural order• input

• a


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Acquisition learning - 2 independent

s!stems of language: acquired & learned$Acquisition Learning

Product of subconscious

Similar to children’s acqn

Needs natural communicationin target lang

Informal situations

Depends on attitude

Uses grammatical ‘feel’

Product of formal learning

Conscious knowledge of eg

grammar etc Not as N! as acqn

"ormal situations

Depends on aptitude

Uses grammatical ‘rules’


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Monitor

• Relationship beteen these 2aspects of a learner$

• .onitor part of the learner correctserrors or ma9es speech moreacceptable$

• %an onl! happen if the learner hasenough time to thin9# if the! focus onhat is correct and if the rule is9non to them$


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Natural Order

• Research =ndings b! >ula! & ?urt# *+34 @athman#*+3;4 .a9ino# *+,A sho grammar structuresseem to be acquired in a 'natural order($

• So some structures are acquired earl! & some late$@indings sho that the learner(s 0*# age#bac9ground or ho the! learned the languagema9e no di


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Input

• Bo he tries to eplain ho the learner acquires the nelanguage$

• 0earner acquires language in this a!# not learns it

• Cnput needs to be slightl! higher than the learner(s level

•

So natural communicative input is essential –'comprehensible ' input D ith this go 2 further h!potheses:*5 spea9ing is a result of acquisition & 1 its

cause

25 if input is understood# and there is enough

of it# the necessar! grammar is

automaticall! provided

Krashen# *+,;# p25


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Aective Filter

• 'a


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vidence for Input hypothesis!"Krashen# $%&'a(

• Geople spea9 to children acquiring *st lang in certain a!s

• Geople spea9 to 02 learners in certain a!s

• 02 learners often go through an earl! Silent Geriod

•

>i


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' hypotheses have i)plications for lang teaching!

• Gresent as much comprehensible input asposs

• 1hings that help comprehension are ? –

such as pics"realia- eposure to iderleicon

• @ocus should be on reading & listening –spea9ing comes later hen ss read!

• @or a loer =lter to or9# class needs to berelaed & ss should focus on meaningfulcommunication


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*ylla+us

See course organisation from 2 perspectives:

*5Some general goals of most courses – areas:

• basic personal communication s9ills: oral e$g$

listening to announcements in public spaces• basic personal communication s9ills: ritten eg

reading & riting personal letters

• /cademic learning s9ills: oral eg$ 0istening to a

lecture• /cademic learning s9ills: ritten eg ta9ing

notes in class


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• ?ut 'atural /pproach( focusesmainl! on basic communications9ills$

• 2nd perspective is that I the purposeof a language course ill var!according to needs of the students

and their particular interestsJ –Krashen & 1errell *+,8:;$


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,T . ho/ do you dothis for all the ss0

Needs dier . so list oftopics understood as

suggestions not set1


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Types of learning 2 teaching activities!

• @ocus on comprehensible input – teacher tal9 focuses onthings in classroom & on pics & ss don(t need to sa!an!thing till feel read! – less stress =lter5 # but do needto repl! to 1(s commands & qns in other a!s$

•

1 tal9s slol! & clearl!• /s9s qns – * ord ansers

• %harts" pics"maps" realia focal point for qns# then hen ssable# tal9 about other ss

• Gair"group# folloed b! hole class activities

• 1echniques often borroed from other methods & adaptedto suit their needs: such as %ommand-based /ct(s from

1otal Gh!sical Response4 >irect .ethod – mime# gesture#contet4 %01 – group-or9


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othing reall! ne# but the a!the! use them & the%.GREBESC?0E CG71#

classroom env$ that helps ithlearner aniet! and helps toincrease learner con=dence$


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Learner roles!

• 0earners tr!ing to 'acquire( lang# not learn it in usual a!$

Slightl! more diLcult input is given than at level# but b!contet & etralinguistic info# can understand$

• 0earner(s roles change depending on level and a major aspectis the learner deciding hen to spea9# hat to spea9 about &hat lang to use hen spea9ing$

•

8 phases: *5 pre-production: no response but participate b!eg pointing

25 earl!-production: either"or qns# single ords#

short phrases# =ll in charts# use =ed

conversational patterns eg 'Bo are !ouM(

85 speech-emergent: role-pla!# games# personal

info# opinions# group problem solving

Krashen & 1errell# *+,8:35


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0earners have responsibilities:

• )ive info on their goals so that topics & situationscan be comp$ input

• 1a9e an active role in comp$ input$: learn & useconversational man$ techniques

• >ecide hen to start using speech & hat grade touse

• 6here learning eercises such as grammar are a partof program# decide ith teacher ho much time to

spend on them & tr! to do & chec9 b! themselves$• GR?0E. – 0s need to comm$ ith other 0s# so ma!not get good comp$input slightl! above their level –the! K&15 are aare of this# but give no solutions$


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Teacher 3oles!

• 8 main roles

• .ain source of comprehensible input – constantHo of lang nec plus non-linguistic clues tomeaning – so ver! teacher-centred

• /tmosphere – friendl!# interesting# alloing alo a


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Materials

•

Grimar! goal of materials to ma9e classroomactivities as meaningful as possible b! givingIthe etralinguistic contet that helps theacquirer to understand and thereb! to

acquireJ Krashen & 1errell# *+,8:;;5$• 1hus RE/0C/ are of paramount ?# and not

tetboo9s$

• So pictures# visual aids# schedules#

brochures# ads# maps# simple boo9s# games$ 1hus a lot of or9 for the teacherNN


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• >ialogues

•

Gairor9 intervies ith personal info• Gersonal charts & tables

• Greference ran9ing – opinion polls

•

)iving personal info about self • 7sing imagination

• Groblem-solving activities

•

)ames• %ontent activities such as academic

subject matter


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•

Lev *e)enovich 4ygots5y *,+-*+85 7niversit! of .osco- teacherof literature but led todevelopmental ps!cholog!#

education and ps!chopatholog!$

• inHuence on Krashen(s secondlanguage acquisition theor! –

application of their theories tosecond language teaching producessimilarities$


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• KrashenOs input hypothesis similar to P!gots9!Osconcept of zone of proximal development $

/ccording to the input hypothesis# languageacquisition ta9es place during human interactionin an environment of the foreign language henthe learner receives language OinputO that is one

step be!ond his"her current stage of linguisticcompetence$

• @or eample# if a learner is at a stage OiO# thenmaimum acquisition ta9es place hen he"she is

eposed to OComprehensible Input O that belongs tolevel Oi + 1O$

• KrashenOs acquisition-learning hypothesis -inHuenced b! P!gots9!$


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• P!gots9! spea9s of internalization of

language, Krashen uses the termlanguage acquisition# both based ona common assumption: interaction$

•

0ang acq de=ned b! Krashen & ?in achieving pro=cienc! is parallel ofP!gots9!Os vie of cognitive

development of the personOs socialhistor! and being a product of it$


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• 0ots of opposition to these ideas

• Krashen under pressure from bilingualists –bilingual teaching folloing his approach isconsidered b! man! to be controversial$

• ther linguists# such as .ichael 0ong# do notagree ith Krashen that language acquiredthrough acqn & not learning is better$

• ReasonsQformal teaching seems to be betterfor the learner in the long run$

• /lthough through formal instruction# 0s seem toma9e more errors initiall!# the! do get better$

• @or naturalistic learners# these errors are stillevident much later on$


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•

/s to the question of hicht!pe allos !ou to learn alanguage faster# hhhmmmmM

• >oes a person ho receivedformal instruction in alanguage go further in thelong run MM 0ong feels theanser is !es *+,35$

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krashen.pptx