Krashen's theory of language learning and acquisition

"Language acquisition does not require extensive use of conscious grammatical rules, and
does not require tedious drill." Stephen Krashen
"Acquisition requires meaningful interaction in the target language - natural communication in which speakers are concerned not with the form of their utterances but with the messages
they are conveying and understanding." Stephen Krashen

Krashen's Theory of Second Language Acquisition

Krashen's theory of SLA consists of five main hypotheses:

The Acquisition-Learning hypothesis

There are two independent systems of second language performance: ' the acquired system'
and 'learnedsystem'.
The 'acquired system' or 'acquisition' is perceived as a subconscious process of learning
similar to the process of children acquiring their first language. Acquisition requires natural
conversation in the target language when learners concentrate on communication, conveying
the message not on the form of the utterances.
The 'learned system' or 'learning' is the product of formal instruction, it is the conscious
learning about the language e.g. grammar rules. According to Krashen 'learning' is less
important than 'acquisition'.

Acquisition

Learning

implicit, subconscious

explicit, conscious

informal situations

formal situations

uses grammatical 'feel'

uses grammatical rules

depends on attitude

depends on aptitude

stable order of acquisition

simple to complex order of learning

The Monitor hypothesis

The Monitor is the result of learned grammar. It explains the relationship between acquisition
and learning and explains how the latter influences the former one. Krashen maintains that
acquisition initiates utterances while the learning system performs the role of the Monitor
which plan, edit and correct the sentences.
Krashen claims that the role the monitor should be used solely to correct deviation from

normal speech and to give a speech more 'polished' appearance.

The learner can only use the Monitor when three conditions are given:
Time - while communicating the speaker needs time for monitoring his speech in order to
apply the right grammar rule. However, the overuse of monitor can disturb the flow of
conversation because of paying too much attention to the monitoring.
Focus on Form - the student needs to be willing to focus on the form and correctness of his
speech.
Knowing the Rule - the learner must know the right grammar rule in order to edit/correct his
utterances.

The Natural Order hypothesis

Suggests that acquisition of grammar structures follows a 'natural order' which is predictable.
Namely, in a given language some grammatical structures are acquired early while others late.
Krashen's crucial points about the Natural Order:
it is independent of students age, LI background and conditions of exposure
the language program syllabus should not be based on the Natural Order found in the studies.
(Learners are individuals, the Natural Order varies for everyone)

The Input hypothesis

It is only concerned with acquisition not learning. The hypothesis suggests that the learner
improves and progresses when he receives second language Input that is one step beyond his
current stage of linguistics.
For instance
A learner is at stage 'F when acquisition takes place and the learner is exposed to
comprehensible Input it forms 'i'+l level.
Affective filter hypothesis
A number of affective variables play an essential role in SLA.
The variables include motivation, self-confidence, good self-image, self-esteem, anxiety.
When students have high motivation, self-confidence and good self - image the affective filter
is low acquisition occurs and the students are more likely to succeed in SLA.
When students motivation, self-esteem is low and combined with anxiety the affective filter is
high causing a 'mental block' which prevents the comprehensive input to be acquired.