The document discusses the work and theories of Stephen Krashen, a linguist and researcher. It summarizes several of Krashen's influential theories on second language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter hypothesis, and the natural order hypothesis. It also discusses Krashen's views on topics like comprehensible input, sheltered instruction, and the role of error correction in language learning.

1. Damaris Escobar
June, 2012

2. He is professor emeritus Most recently, Krashen
at the University of promotes the use of free
Southern California,[who voluntary reading during
moved from the second language
linguistics department to acquisition, which he
the faculty of the School says "is the most
of Education in 1994. He powerful tool we have in
is a linguist, educational language education, first
and researcher. and second."
Dr. Krashen has published more than 350 papers and books,
contributing to the fields of second language acquisition, bilingual
education, and reading. He is credited with introducing various
influential concepts and terms in the study of second language
acquisition, including the acquisition-learning hypothesis, the
input hypothesis, the monitor hypothesis, the affective filter, and
the natural order hypothesis.[

3.  The acquisition-learning hypothesis,
 The input hypothesis,
 The monitor hypothesis,
 The affective filter,
 The natural order hypothesis.

4.  According to Stephen Krashen's acquisition-
learning hypothesis, there are two independent
ways in which we develop our linguistic skills:
acquisition and learning.

5.  Acquisition
Acquisition of language is a subconscious process of which the individual
is not aware.
According to Krashen, both adults and children can subconsciously
acquire language, and either written or oral language can be acquired.
Acquisition requires meaningful interaction in the target language, during
which the acquirer is focused on meaning rather than form.

6.  Learning
 Learning a language, on the other hand, is a conscious process, much like what
one experiences in school.
 New knowledge or language forms are represented consciously in the learner's
mind, frequently in the form of language "rules" and "grammar" and the process
often involves error correction.
 Language learning involves formal instruction, and according to Krashen, is less
effective than acquisition

7.  Talking (output) is not practicing
Krashen stresses yet again that speaking in the target language does not result in
language acquisition.
 When enough comprehensible input is provided, i+1 is present
That is to say, that if language models and teachers provide enough
comprehensible input, then the structures that acquirers are ready to learn will be
present in that input.
 The teaching order is not based on the natural order
Instead, students will acquire the language in a natural order by receiving
comprehensible input.

8.  If i represents previously acquired linguistic competence and extra-
linguistic knowledge, the hypothesis claims that we move from i to
i+1 by understanding input that contains i+1.
 Extra-linguistic knowledge includes our knowledge of the world and
of the situation, that is, the context. The +1 represents new
knowledge or language structures that we should be ready to
acquire.

9. Beginning level
 Class time is filled with comprehensible oral input
 Teachers must modify their speech so that it is comprehensible
 Demands for speaking (output) are low; students are not forced to
speak until ready
 Grammar instruction is only included for students high school age
and older

10. Intermediate level
 Sheltered subject-matter teaching that uses modified
academic texts to provide comprehensible input.
 Sheltered subject matter teaching is not for beginners or
native speakers of the target language.
 In sheltered instruction classes, the focus is on the
meaning, and not the form.

11.  The monitor hypothesis asserts that a learner's learned
system acts as a monitor to what they are producing.
 Self-correction occurs when the learner uses the Monitor
to correct a sentence after it is uttered.

12. According to Krashen, for the Monitor to be successfully
used, three conditions must be met:
 The acquirer/learner must know the rule
 The acquirer must be focused on correctness
 The acquirer/learner must have time to use the monitor

13.  There are many difficulties with the use of the monitor, making the monitor
rather weak as a language tool.
 Knowing the rule:
Furthermore, every rule of a language is not always included in a text nor taught
by the teacher
 Having time to use the monitor:

14.  The rules of language make up only a small portion of our language competence:
 Due to these difficulties, Krashen recommends using the monitor at times
when it does not interfere with communication, such as while writing.

15.  The affective filter is an impediment to learning or acquisition
caused by negative emotional ("affective") responses to one's
environment. It is a hypothesis of second language acquisition
theory, and a field of interest in educational psychology.

16. Major components of the hypothesis certain emotions, such as
 anxiety,
 self-doubt
 mere boredom
Interfere with the process of acquiring a second language.

17.  It suggested that the acquisition of grammatical structures follows a 'natural order'
which is predictable.
Krashen however points out that the implication of the natural order hypothesis is
not that a language program syllabus should be based on the order found in the
studies. In fact, he rejects grammatical sequencing when the goal is language
acquisition.

18.  The sociocultural theory (SCT), based on Vygotskian thoughts, claims that
language learning is a socially mediated process.
 meaning-making in collaborative activity with other members of a given culture”
(Mitchell and Myles, 2004:200). Lantolf and Thorne (2007) defend that the
principles of the SCT can also apply to SLA. They explain that “SCT is grounded in
a perspective that does not separate the individual from the social

19.  It is in the social world that the language learners observe others using language
and imitate them.
 One of the main concepts borrowed from Vygotsky is ‘’, understood as the
assistance one learner gets from another person (e.g. teachers, relatives,
classmates) and which enables him or her to perform am learning task.

20.  Connectionism seeks to explain SLA in terms of mental
representations and information processing while rejecting
the innate endowment hypothesis.

21.  Any learning is understood as a matter of neural
networks. The networks learn in a Parallel Distributed
Processing (Rumelhart et al, 1986) where connections are
strengthened or weakened.

22.  Language learning misunderstood as the processing of experience and
the repetition of experiences causing the strengthening of the
connections.
 In contrast with the linearity of behaviorism, connectionism presupposes
that some mental processes can occur in a parallel or simultaneous way
and that knowledge is distributed among the various