Stephen Krashen's theories on Language Acquisition and Learning

Krashen is renowned for his Second Language Acquisition (SLA) theories, particularly his development of the Monitor Model, which comprises five major hypotheses about how languages are acquired.

His work has greatly influenced language teaching, especially in the fields of English as a Second Language (ESL) and bilingual education.

1. Acquisition vs. Learning

Krashen's distinction between language acquisition and language learning is fundamental:

• Language Acquisition: This is a natural, subconscious process much like how children acquire their first language. When someone acquires a language, they are primarily focused on communicating and understanding meaning rather than consciously learning rules. This process occurs through exposure to the language in real-life situations, often through interaction with native speakers or within the context of meaningful content.

• Example: A child learns to say “I want juice” by hearing and repeating it during meal times, not by studying grammar.
• Fluency is mainly developed through acquisition rather than conscious rule learning.
• Learning about language- Using the language
• Artificial-Exposure to real communication and automatic
• Mechanical- Contextual
• Formal- Informal
• Correction of errors-Acceptance of errors

• Language Learning: This is a conscious process that typically happens in formal educational settings. It involves studying the rules of the language (grammar, syntax) and being aware of them. Language learning is about knowing “about” the language rather than being able to use it fluently.
• Example: A student memorizes verb conjugations in a classroom.
• Learning gives us explicit knowledge but doesn't necessarily lead to fluency.

• esult of instruction- interaction

• Teacher cantered-Learner cantered

• Knowledge-Skill

• Form- Function

• Efforts- Effortless

• Artificial-Natural

• Conscious- Sub conscious

Krashen emphasizes that acquisition is the key to developing fluency, whereas learning can serve as a tool for correcting errors and refining language use.

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2. The Five Hypotheses

i. The Acquisition-Learning Hypothesis

This hypothesis supports the distinction between acquisition and learning:

• Acquisition: The subconscious absorption of language through natural communication.
• Learning: The conscious study and formal instruction of language rules.

Krashen argues that acquisition is more important than learning for effective language use. While we can use what we've learned (through conscious knowledge) to edit or refine our language, fluency is built through acquisition.

Educational Implications:

• Classrooms should focus more on natural language use and immersion (e.g., conversations, storytelling) than solely on grammar lessons. Overemphasis on grammar and rules can delay the development of fluency.

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ii. The Monitor Hypothesis

This hypothesis explains how conscious learning (rules) plays a role in language production. According to Krashen:

• The Monitor is the mechanism through which learned knowledge (grammar rules) is used to check and correct language output. It serves as an editor to improve speech or writing by applying grammar rules consciously.

However, Krashen suggests that relying too much on the Monitor can hinder fluency, as the speaker may become overly focused on correctness rather than communication.

There are three conditions for using the Monitor effectively:

1. Time: The speaker must have time to think about and apply the rules.
2. Focus on form: The speaker must be focused on the correctness of their language.
3. Knowledge of the rules: The speaker must know the rules they want to apply.

Over-users: They overanalyze and become too focused on form, which can disrupt fluency. Under-users: They rely purely on acquisition and may make errors without self-correction. Optimal users: They use the Monitor as a support but prioritize communication over perfection.

Educational Implications:

• Encourage fluency in communication rather than grammatical perfection. Students should not be constantly correcting themselves during speech, as this disrupts the natural flow of language.

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iii. The Natural Order Hypothesis

Krashen argues that language learners acquire grammatical structures in a predictable order, regardless of the language they are learning or the teaching method used.

• Certain grammatical structures are naturally acquired earlier, while others are acquired later. For example, learners might acquire present tense before past tense or plurals before complex sentence structures.

The Natural Order Hypothesis is based on research showing that this predictable order of acquisition happens in both first and second languages.

Educational Implications:

• Teachers should not expect learners to master grammar in a strict, pre-planned sequence. For example, attempting to force students to learn a complex structure before they are ready (according to the natural order) may be ineffective.
• The focus should be on exposing students to rich, comprehensible input rather than trying to teach specific rules prematurely.

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iv. The Input Hypothesis (Comprehensible Input)

This is perhaps Krashen’s most famous hypothesis. It suggests that learners acquire language most effectively when they are exposed to comprehensible input, or language that is slightly beyond their current level of competence. Krashen calls this level i+1:

• i represents the current level of competence.
• +1 represents new language forms that are slightly more advanced than what the learner can currently produce, but which they can understand through context.

For acquisition to happen, learners must be exposed to language that challenges them but is still understandable in context. Through this exposure, learners naturally acquire the new language forms.

Educational Implications:

• Teachers should provide comprehensible input by using language that is just above the students' current level, ensuring they understand through context (visuals, gestures, familiar vocabulary).
• Activities like storytelling, listening to slightly advanced audio materials, and engaging in meaningful conversation are ideal ways to provide comprehensible input.

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v. The Affective Filter Hypothesis

The Affective Filter refers to the emotional factors that can influence a learner’s ability to acquire language. If a learner is anxious, unmotivated, or lacks confidence, their affective filter will be high, which blocks the input and makes it difficult to acquire the language.

• Low affective filter: When learners feel relaxed, confident, and motivated, they are more receptive to comprehensible input and can acquire the language more easily.
• High affective filter: When learners feel stressed or self-conscious, their ability to absorb new language diminishes.

Educational Implications:

• Teachers should create a low-stress, supportive environment where learners feel comfortable taking risks with language.
• Motivation and positive attitudes toward language learning are crucial for success. Activities that are fun, engaging, and culturally meaningful help lower the affective filter.

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Summary of Educational Implications

• Focus on meaningful communication and natural language use, not just formal grammar instruction.
• Provide students with comprehensible input that is slightly beyond their current level of proficiency.
• Create a low-stress learning environment to reduce anxiety and raise confidence.
• Use the Monitor sparingly to refine language, but don’t let it dominate language use and hinder fluency.

KRAHAN‘S STAGES

I- The Silent, Receptive and Production Stage (0-6)- Silent, production through action/minimal comprehnsion

II- The Early Production Stage (6-1)-Speak one or two word phrases, yes/no, either/or, or who/what/ where questions/ limited comprehension

III- The Speech Emergence Stage(1-3 year)_Use dialogue and can ask simple questions, may produce longer sentences, but often with grammatical errors /has good comprehension

IV- The Intermediate Language Proficiency Stage_(another 3-5 year)_ developed close 6000 words beginning to make complex statements, opinions, ask for clarification/has excellent comprehension

V--The Advanced Language Proficiency Stage-5-7 years- develop some specialized content-area vocabulary and can take part fully in grade level class room activities

Krashen’s theory emphasizes that the best way to develop language skills is by using the language in a natural, meaningful context, rather than solely focusing on grammar and rules.