Stephen Krashen’s L2 Acquisition Theory

Compiled by Doris Shih

Outline for Today

� The acquisition-learning hypothesis� The natural order hypothesis� The monitor hypothesis� The input hypothesis� The affective filter hypothesis

What are the causative variables in second language acquisition?

For you, does language teaching really help? When does it help and when does it NOT help?

Effecting Variables

� Comprehensible input (causative)� Strength of the filter (causative) � Language teaching� Exposure variable� Age� Acculturation

The Acquisition-Learning Hypothesis� Acquisition = subconsciously picking up� Learning = conscious

• Error correction• Explicit instruction

� Children acquire language better than adults

The Natural Order Hypothesis

� Grammar structures are acquired in a predictable order

� L2 learning order is different from L1 order� L2 learning adults and children show

similar order

ING (progressive)PLURAL

COPULA (“to be”)

AUXILIARYARTICLE

IRREGULAR PAST

REGULAR PASTSINGULAR (-s)

POSSESSIVE (-s)

The order for L2 learners (Krashen, 1977)

The Monitor Hypothesis

� Acquisition has the central role� Learning functions as a Monitor� 3 conditions needed to use Monitor

• Time• Focus on form• Know the rule

� When Monitor is not used, errors are natural

� Pedagogically: study of grammar has a place, but a limited one

The Input Hypothesis

� We acquire by comprehensible input (i) + 1� Input Hypothesis relates to acquisition, not

learning� Focus not on structure but on understanding the

message� Do not teach structure deliberately; i+1 is

provided naturally when input is understood� Production ability emerges. It’s not taught directly

The Affective Filter Hypothesis

� Motivation� Self-confidence� Anxiety� Lower affective filter will go further

LanguageInput

Affective Filter

Acquired Competence

Language Acquisition Device

The affective filter

Reference

� Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York, NY: Prentice Hall, 1987.