3461590
Description
Mind Map by Katy Marie Hamm, updated more than 1 year ago
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Created by Katy Marie Hamm
over 8 years ago
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Stephen Krashen:
Theories in Second
Language Acquisition
- Monitor Hypothesis
- Examines the relationship between
acquisition and learning, specifically
the influence learning has on
acquisition. Learned language acts
as a monitor to correct acquired
language. The monitor method is
difficult to use when speaking
because the rules of language are
complex and there is not usually
enough time when speaking to
self-evaluate.
- Krashen divides EELS into three
categories according to how they use the
monitor method: over-users, under-users,
and optimal users. Under-users are often
extroverted whereas over-users may be
self-conscious or perfectionists. The
Monitor Hypothesis could be applied in the
classroom to determine which students
are less confident or struggling. Once
identified those students could be offered
additional support. The monitor is only of
minor use when students begin to have a
grasp on language, so focus in the
classroom should remain on acquisition.
- Examines the relationship between
acquisition and learning, specifically
the influence learning has on
acquisition. Learned language acts
as a monitor to correct acquired
language. The monitor method is
difficult to use when speaking
because the rules of language are
complex and there is not usually
enough time when speaking to
self-evaluate.
- Input HYpothesis
- Attempts to explain how second
language acquisition takes place
(completely unconcerned with the
learning component). Students
make progress and improve
when they receive second
language input that is one step
ahead of their linguistic ability;::
language that students are not
able to produce themselves but
can still understand
(Comprehensible Input).
- This can be applied in the classroom by
using Krashen's formula i (current input
level)+1 (Comprehensive Input) to
determine when to introduce specific
content to ELLs; the information should be
more advanced than they are able to
produce but still within their range of
understanding.
- Attempts to explain how second
language acquisition takes place
(completely unconcerned with the
learning component). Students
make progress and improve
when they receive second
language input that is one step
ahead of their linguistic ability;::
language that students are not
able to produce themselves but
can still understand
(Comprehensible Input).
- Natural Order Hypothesis
- Although Krashen himself does not
recommend this approach, one way
to apply the Natural Order
Hypothesis in the classroom would
be to order instruction based on the
natural way people learn language.
With this theory Krashen is more so
emphasizing the point of his
Acquisition-Learning Hypothesis in tha
teaching language should be centered
on grammar and structural
conventions as little as possible.
- Details more specifically the
process of language acquisition;
Krashen claims that there is a
natural progression in learning
language (specifically grammatical
structure) where some ideas will
be grasped early on and some
later, no matter is the learner is a
baby learning a first language or
an adult learning a second
language. The natural order in
which we learn languages cannot
be affected by instruction.
- Although Krashen himself does not
recommend this approach, one way
to apply the Natural Order
Hypothesis in the classroom would
be to order instruction based on the
natural way people learn language.
With this theory Krashen is more so
emphasizing the point of his
Acquisition-Learning Hypothesis in tha
teaching language should be centered
on grammar and structural
conventions as little as possible.
- Affective Filter Hypothesis
- Addresses the part outside
variables play in second language
acquisition. These variables include
motivation, self-confidence, and
anxiety; confident students have a
lowered affective filter whereas
students with low confidence or
anxiety have a raised filter which
prevents them from acquiring a
new language effectively.
- Keeping in mind this "affective filter"
could help educators distinguish
which students might be struggling
with language acquisition as well as
why certain students already are.
The knowledge of the affective filter
may also encourage teachers to
create a low-stress environment
feasible to language acquisition.
- Addresses the part outside
variables play in second language
acquisition. These variables include
motivation, self-confidence, and
anxiety; confident students have a
lowered affective filter whereas
students with low confidence or
anxiety have a raised filter which
prevents them from acquiring a
new language effectively.
- Acquisition-Learning Hypothesis
- Two systems of second
language performance:
"acquisition" refers to a
subconscious process for
learning language similar to
what babies learning a first
language experience. "Learning"
refers to the conscious effort
to learn a language via formal
instruction.
- Krashen says "learning" is less
important than "acquisition;" this
theory can be applied in the
classroom by focusing less of
teaching the conventions of
language such as grammar and
spelling and spending more time
practicing speaking the language,
since Krashen believes that the
way we learn languages does
not deviate much from the way
we learn our first language.
- Two systems of second
language performance:
"acquisition" refers to a
subconscious process for
learning language similar to
what babies learning a first
language experience. "Learning"
refers to the conscious effort
to learn a language via formal
instruction.
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