6. Acquisition-Learning hypothesis Krashen Flashcards
What is the “Acquisition-Learning hypothesis” in Krashen’s theory, and how does it distinguish between language acquisition and learning?
- Acquisition” is subconscious, like how children learn their first language.
- It happens through meaningful interaction, focusing on messages, not form.
- “Learning” is conscious, involving explicit knowledge ‘about’ the language.
- Krashen prioritizes “acquisition” over “learning” for language development.
Explain the role of the “Monitor” in Krashen’s theory and under what conditions it functions.
The “Monitor” in Krashen’s theory plays a role as a conscious editor in language performance. It corrects deviations from what is considered “normal” speech, giving language a more polished appearance. However, Krashen emphasizes that the “Monitor” has a minor role and should only be utilized under specific conditions. These conditions include having enough time for conscious thought, a focus on correctness or form, and knowledge of the relevant grammar rule. In essence, the “Monitor” comes into play when a speaker has the time and intention to consciously correct their language.
What is the “Natural Order hypothesis” in Krashen’s theory, and how does it relate to language acquisition?
The “Natural Order hypothesis” posits that there is a predictable, natural order in which grammatical structures are acquired during language development. This order is consistent across different learners, regardless of factors like age, first language background, or exposure conditions. It implies that some grammatical structures tend to be acquired early in the language-learning process, while others are acquired later. However, it’s essential to note that Krashen doesn’t advocate using this natural order as a basis for designing language program syllabi, as he prioritizes language acquisition over formal grammar instruction.
How does the “Input hypothesis” explain the process of second language acquisition, and what is the significance of “Comprehensible Input”?
The “Input hypothesis” in Krashen’s theory provides insights into how second language acquisition occurs. It focuses exclusively on the concept of “acquisition” rather than “learning.” According to this hypothesis, learners progress in their language development when they receive “Comprehensible Input” that is slightly more advanced than their current level of linguistic competence. In essence, this means that learners benefit most when they are exposed to language that challenges them just enough to expand their linguistic abilities. “Comprehensible Input” is a crucial factor in language acquisition, as it ensures that learners can understand and engage with the language even if they don’t grasp every detail.
What does the “Affective Filter hypothesis” encompass in Krashen’s theory, and how do affective variables like motivation, self-confidence, and anxiety influence language acquisition?
The “Affective Filter hypothesis” in Krashen’s theory emphasizes the role of certain affective variables in language acquisition, including motivation, self-confidence, and anxiety. While these variables are not the direct cause of language acquisition, they play a facilitative role. Learners who exhibit high motivation, self-confidence, a positive self-image, and low levels of anxiety tend to be more successful in second language acquisition. In contrast, low motivation, low self-esteem, and excessive anxiety can raise the “affective filter,” creating a mental block that hinders the use of comprehensible input for acquisition. In simple terms, a positive emotional and psychological state is conducive to language learning, but it alone is not sufficient for language acquisition to occur.
