Is Best Taught When It Is Being To Transmit Messages, When It Is Explicitly For Conscious Learning.

“LANGUAGE is best taught
when it is being USED to

transmit messages, NOT when it
is explicitly TAUGHT for
conscious learning.”
― Stephen D. Krashen, The Natural Approach: Language
Acquisition in the Classroom
Innatist Model:
Input Hypothesis of
Krashen
A Report on ELLT 602- Language Acquisition and
Learning By: Ma. Cristina C. Serentas
According to Krashen:
Language acquisition DOES NOT require
extensive use of conscious grammatical
rules, and does not require tedious drill.
Acquisition requires meaningful interaction

in the target language - natural
communication - in which speakers are
A linguist and concerned NOT WITH THE FORM of their
educational researcher in
University of Southern utterances but with the MESSAGES they
California. are conveying and understanding.
Krashen's Theory of Second Language acquisition
consists of five main hypotheses:
The Acquisition-Learning hypothesis;

The Monitor hypothesis;
The Input hypothesis;
The Affective Filter hypothesis;
The Natural Order hypothesis
The Acquisition-Learning hypothesis
Acquired Learned
System System
Is the product of a subconscious Is the product of formal
process very similar to the process instruction and it comprises a
children undergo when they
conscious process which
acquire their first language. It
requires meaningful interaction in results in conscious
the target language - natural knowledge 'about' the
communication. language, for example
A deductive approach in a teacher-centered setting produces
"learning", while
an inductive approach in a student-centered setting leads to
"acquisition".
According to Krashen 'learning' is less

important than 'acquisition'
The Monitor hypothesis
Explains the influence of Learning to Acquisition.
The monitoring function is the practical result of

the learned grammar.
According to Krashen, the ACQUISITION

SYSTEM is the utterance initiator, while the
LEARNING SYSTEM performs the role of the
'monitor' or the 'editor'.
The 'monitor' acts in a PLANNING, EDITING and
CORRECTING function when three specific conditions are
met:
• The second language learner has been using L2 a long
time.
• They focus on form or think about correctness.
• They know the rule.
According to Krashen, the role of the monitor is minor, being

used only to correct deviations from "normal" speech and to
give speech a more 'polished' appearance.
variation of monitor users
Learners that use the
Over-users 'monitor' all the time
introverts and
perfectionists
Learners who have not
learned or who prefer not
Under-users to use their conscious
knowledge extroverts
Learners that use the
Optimal users 'monitor' appropriately
Lack of self-confidence is frequently related to the over-use of the "monitor”.

The Input hypothesis
Explains how second language acquisition takes place, it
is only concerned with 'acquisition', not 'learning'
According to this hypothesis, the learner improves

and progresses along the 'NATURAL ORDER'
when he/she receives second language 'INPUT' that
is one step beyond his/her current stage of linguistic
competence.
For
Example :
If a learner is at a stage 'i', then acquisition takes place when
he/she is exposed to 'COMPREHENSIBLE INPUT' that
belongs to level 'i + 1'. Since not all of the learners can be at
the same level of linguistic competence at the same time.
Krashen suggests that NATURAL COMMUNICATIVE
INPUT is the key to designing a syllabus, ensuring in this
way that each learner will receive some 'i + 1' input that is
appropriate for his/her current stage of linguistic
competence
The Affective Filter hypothesis
'AFFECTIVE VARIABLES' play a facilitative, but non-
causal, role in second language acquisition.
High motivation, self- Low motivation, low self-esteem,

confidence, a good self- anxiety, introversion and
image, a low level of inhibition can raise the affective
anxiety and extroversion filter and form a 'mental block'
are better equipped for that prevents comprehensible
success in second input from being used for
language acquisition. acquisition.
 
In other words, when the filter is 'UP' it
impedes language acquisition. On the other
hand, positive affect is necessary, but not
sufficient on its own, for acquisition to take
place.
The Natural Order hypothesis
Suggested that the acquisition of grammatical structures

follows a 'NATURAL ORDER' which is predictable. For a
given language, some grammatical structures tend to be
acquired early while others late.
Krashen however points out that the implication
of the natural order hypothesis is not that a
language program syllabus should be based on
the order found in the studies. In fact, he rejects
grammatical sequencing when the goal is
language acquisition.
Credits to :
Ricardo E. Schütz
https://www.sk.com.br/sk-krash-english.html

Is Best Taught When It Is Being To Transmit Messages, When It Is Explicitly For Conscious Learning.

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“LANGUAGE is best taught

when it is being USED to

Acquisition requires meaningful interaction

The Acquisition-Learning hypothesis;

According to Krashen 'learning' is less

The monitoring function is the practical result of

According to Krashen, the ACQUISITION

According to Krashen, the role of the monitor is minor, being

Lack of self-confidence is frequently related to the over-use of the "monitor”.

According to this hypothesis, the learner improves

High motivation, self- Low motivation, low self-esteem,

Suggested that the acquisition of grammatical structures

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