5 Language acquisition hypothesis described by Stephen D Krashen. Stefany González Padilla

5 Language acquisition hypothesis described by Stephen D Krashen

Stefany González Padilla

INTRODUCCIÓN

Krashen makes a distinction between acquisition and learning; acquisition as a process of natural, subconscious learning, and learning as a formal and conscious learning process.

HYPOTHESES

1. The acquisition-learning distinction

2. The natural order hypothesis

3. The Monitor hypothesis

4. The input hypothesis

5. The Affective Filter hypothesis

The input hypothesis

This theory understands that the student acquires the data when the student can manage to understand the information that includes structures, vocabulary, etc., that belong to level x + 1, that is when understands data that contains structures that go a little beyond their current level of competence

This hypothesis shows that speaking is not taught directly. Rather, speech fluency emerges on its own when its time comes. The best way to "teach" speech, according to this perspective, is simply to provide understandable data. The speech will flow when the learner is ready, some people are ready before others.

This theory insists that the best data should not consciously follow a grammatical sequence, that is, the teacher should not try to provide deliberately the necessary data to reach the next level, that is, the data of the level x + 1. If the student understands the message contained in the data, the data for the x + 1 will be automatically provided in the necessary quantities.

The significance of age in language learning in this theoretical

This theory presents a consistent phenomenon and is a period of silence before the student begins to speak. In children it can be several months without saying anything (with the exception of some phrases learned by heart). During this period the child is developing his competence by listening and understanding messages. When you are ready, you will start talking.

Adults They are generally not allowed a period of silence, but they should insist that they start producing the speech immediately. When adults have to speak "very soon" before to acquire the necessary level of competence, they only have one option: use structures of their first language.

My language acquisition process

In my process of acquiring English as a second language, I can identify with "The input hypothesis", since this hypothesis explains that the data is understood when they contain structures that go a little beyond the current level of competence, managing to understand data that They include structures that I have not studied before, using contexts, non-linguistic information, and knowledge of the world. When I decided to learn English, I already had a general idea of ​​the grammatical structures of the language, it is possible that this happened because of what I learned in school or when comparing the grammar of English and Spanish when listening to and reading songs in English, observing the context of these songs

This hypothesis also explains that speaking is not taught directly. Rather, speaking fluently begins on its own when the time comes for the student to feel ready. With this explanation of this hypothesis I felt even more identified since now I can understand why it took me a while to develop the ability to speak, I give a lot of importance to the structures of each sentence and I tend to compare to my mother tongue (Spanish) with English

Conclusion

Through the input hypothesis, we acquire a language by understanding data that contains structures a little more advanced than what we already dominate. In this hypothesis, speech is not taught directly but emerges on its own. The first effort to speak include grammatical errors.

Reference Krashen, S. (2009). Principles and Practice in Second Language Acquisition. University of Southern California.9-45. Retrieved from http://www.sdkrashen.com/content/books/principles_and_practice.pdfKrashen, S. (2009). Principles and Practice in Second Language Acquisition. University of Southern California.9-45. Retrieved from http://www.sdkrashen.com/content/books/principles_and_practice.pdf