Stephen Krashen’s L2 Acquisition Theory Compiled by Doris Shih Outline for Today      The acquisition-learning hypothesis The natural order hypothesis The monitor hypothesis The input hypothesis The affective filter hypothesis What are the causative variables in second language acquisition? For you, does language teaching really help? When does it help and when does it NOT help? Effecting Variables       Comprehensible input (causative) Strength of the filter (causative) Language teaching Exposure variable Age Acculturation The Acquisition-Learning Hypothesis   Acquisition = subconsciously picking up Learning = conscious • Error correction • Explicit instruction  Children acquire language better than adults The Natural Order Hypothesis    Grammar structures are acquired in a predictable order L2 learning order is different from L1 order L2 learning adults and children show similar order The order for L2 learners (Krashen, 1977) ING (progressive) PLURAL COPULA (“to be”) AUXILIARY ARTICLE IRREGULAR PAST REGULAR PAST SINGULAR (-s) POSSESSIVE (-s) The Monitor Hypothesis    Acquisition has the central role Learning functions as a Monitor 3 conditions needed to use Monitor • Time • Focus on form • Know the rule   When Monitor is not used, errors are natural Pedagogically: study of grammar has a place, but a limited one The Input Hypothesis      We acquire by comprehensible input (i) + 1 Input Hypothesis relates to acquisition, not learning Focus not on structure but on understanding the message Do not teach structure deliberately; i+1 is provided naturally when input is understood Production ability emerges. It’s not taught directly The Affective Filter Hypothesis     Motivation Self-confidence Anxiety Lower affective filter will go further The affective filter Affective Filter Language Input Language Acquisition Device Acquired Competence Reference  Krashen, Stephen D. Principles and Practice in Second Language Acquisition. New York, NY: Prentice Hall, 1987.