8. 1 - The need for a Language
acquisition-rich environment.
2- The learner needs to communicate
and is pushed to communicate.
3 - There is abundant opportunity for
negotiating meaning.
4- There is abundant opportunity for
children to communicate in a social
context.
12. 1
Acquisition-Learning Hypothesis
"There are two independent ways of
developing ability in second languages.
'Acquisition' is a subconscious process
identical in all important ways to the
process children utilize in acquiring their
first language, ... [and] ‘learning’... [which
is] a conscious process that results in
'knowing about' [the rules of] language"
(Krashen 1985:1).
13. 2 Natural Order Hypothesis
The acquisition of grammatical
structures proceeds in a predicted
progression. Certain grammatical
structures or morphemes are
acquired before others in L1
acquisition and there is a similar
natural order in L2
14. 3 Input Hypothesis
People acquire language
best by understanding
input that is a little
beyond their present level
of competence
15. 4 Monitor Hypothesis
. Second language learners have two means for internalizing the
target language:
1 - 'acquisition' which is a subconscious and intuitive process of
constructing the system of a language.
2 - conscious learning process in which learners attend to form,
figure out rules and are generally aware of their own process.
The 'monitor' should play a minor role editing and making alterations
or corrections as they are consciously perceived. Students should do
16. 5 Affective Filter Hypothesis
The learner's emotional state is like an
adjustable filter which freely passes or
hinders input necessary to acquisition.
The filter is 'affective' because the
factors which regulate its strength are
self-confidence, motivation and anxiety
state
24. Teachers use English as the medium for
providing content area instruction,
Teachers adapt their language to the
proficiency level of the students.
There are abundant opportunities for
teachers and students to negotiate
meaning.
25. Teachers use gestures and visual
aids to help students understand.
Instruction focuses on content
rather than language.
27. Focus is on meaning rather than
on form. There is no overt error
correction. Linguistic modifications,
such as simplified or caretaker
speech and controlled vocabulary
and sentence length are used.
28. Subject matter concepts are
presented using contextual
clues, such as demonstrations,
experiments, and map
activities, to help convey
meaning
31. Students are allowed a
pre-speech stage or silent
period and do not have to
speak until they are ready (
Krashen and Terrell 1983,
Krashen 1984, 1985).
32. All instruction is in English and is
simplified to ensure comprehension.
Simple sentences are used with a
set of already developed standard
directions
Vocabulary is controlled
33. The teacher should speak at his/her
normal rate of speech, the pauses
between sentence boundaries (i.e.,
where there would be a comma,
period, or question mark if speech
were written down) can be
lengthened slightly. .
Emphasis is on the development of
reading, writing, and thinking skills.
Notes de l'éditeur
The pragmatic use of language - linguistic knowledge - and how language is used and regulated - metalinguistic knowledge - are the basis for children's transition to literacy. How humans acquire linguistic and metalinguistic knowledge has been the on going discussion among linguists, socio-linguist, educators, psycholinguistics and educational psychologists.
Krashen, in his theory of second language acquisition (SLA), suggested that adults* have two different ways of developing competence in second languages: Acquisition and learning. "There are two independent ways of developing ability in second languages. 'Acquisition' is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, ... [and] ‘learning’... [which is] a conscious process that results in 'knowing about' [the rules of] language" (Krashen 1985:1).