Krashen

Krashen's theory of second language acquisition consists of five main hypotheses:
 * Description of Krashen's Theory of Second Language Acquisition**
 * Acquisition-Learning hypothesis,
 * Monitor hypothesis,
 * Natural Order hypothesis,
 * Input hypothesis,
 * Affective Filter hypothesis.

**The Acquisition/Learning Hypothesis** Distinction between acquiring and earning a second language. Acquisition is a natural language development process that occurs when the target language is used in meaningful interactions with native speakers. Also, during these interactions there is no particular attention to form. Language learning refers to the formal and conscious study of language forms and functions as taught in foreign language classrooms.

Formal study of language leads to the development if an internal grammar editor or monitor. **Three conditions are necessary for students to use the "monitor": 1. sufficient time 2. focus on grammatical form 3. explicit knowledge of the rules The monitor is easier to use for writing that it is for speaking. Krashen recommends that the focus of language teaching should be communication, not rote rule learning.
 * The Monitor Hypothesis

Language learners acquire (rather than learn) the rules of language in a predictable sequence. For any given language, some grammatical structures tend to be acquired earlier than others. This idea reflects Noam Chomsky’s revolutionary notion that we all have a built-in Language Acquisition Device (LAD), which within the first year of our lives begins to enable us to understand and acquire language. Because of the nature of the LAD, we tend to learn different structures at different levels as young children.
 * Natural Order Hypothesis**

The input hypothesis suggests that people acquire language in only one way: by understanding messages, or by receiving ‘comprehensible input’. According to the input hypothesis, learner’s progress by receiving second language input that is one step beyond their current stage of linguistic competence. Acquisition for learners with language knowledge “i” can only take place if they are exposed to comprehensible input at a slightly higher level, which Krashen describes as level “i + 1”.
 * The Input Hypothesis**

The Affective Filter Hypothesis proposes that a mental block caused by affective or emotional factors can prevent input from reaching the student’s language acquisition device. The affective filter hypothesis says that affective variables like self-confidence and anxiety play a role in language acquisition. When the filter is up – that is, when negative emotional factors are in play – language acquisition suffers. When the filter is down, it benefits. Krashen urges teachers not to force production, instead allow students a silent period during which they can acquire some language by listening and understanding, instead of learning it through rote skills. Maintain a low anxiety learning environment because students will be motivated to learn the language, have self confidence and self esteem.
 * The Affective Filter Hypothesis**

Tracy Terrell worked with Krashen to create the **nuts-and-bolts practical applications** of the natural approach. He borrowed widely from many methods, adapting them to meet the requirements of **natural approach theory**. //“What characterizes the Natural Approach is the use of familiar techniques within the framework of a method that focuses on providing// //__comprehensible input__// //and a __classroom environment__ that uses comprehension of input, minimizes learner anxiety, and maximizes learner self-confidence.”//
 * __Putting Krashen’s Ideas to Use__ **

He held **students** to a __high level of accountability__. They must be __clear about their goals__, take __active roles__ in ensuring that input is comprehensible, __make decisions__ about when to start producing speech, and even __contribute to choices__ about the amount of time to be spent on grammar, for example. The **teacher** is __a central figure__ in the natural approach classroom, however – the primary source of comprehensible input, and responsible for creating a __friendly and encouraging class atmosphere__. Also, of course, the teacher must find and introduce a __rich mix of classroom activities__ to make the approach work.

The focus is always on __introducing a little more English usage__ to what the students already have – i + 1, in Krashen’s formulation, – and to do so in a __warm and receptive classroom__. The method makes wide use of realia, __props and visuals__ (typically magazine pictures) to introduce new vocabulary and practice comprehensible input.

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