Question

What is the core argument of Stephan Krashen's Second Language Acquisition (SLA) Theory?

• A. Language is primarily acquired through formal grammar instruction and memorization.
• B. Language is acquired naturally through meaningful communication rather than explicit rule learning.
• C. The most effective way to learn a second language is through intense error correction.
• D. Second language acquisition is fundamentally different from first language acquisition.

Answer 1

Answer:

B. Language is acquired naturally through meaningful communication rather than explicit rule learning.

Stephen Krashen's Second Language Acquisition (SLA) Theory

• Dr. Stephen Krashen is an American linguist, educational researcher, and activist who developed the Second Language Acquisition Theory, often referred to as the Input Hypothesis or the Monitor Model, in the late 1970s and early 1980s.
• The core of Krashen's theory posits that language acquisition is a subconscious process, similar to how children acquire their first language, emphasizing natural exposure and meaningful interaction over formal instruction.
• He distinguishes between 'acquisition' (a natural, subconscious process) and 'learning' (a conscious process of knowing about language, e.g., grammar rules). Krashen argues that acquisition, not learning, leads to true fluency.
• Krashen's theory is composed of five main hypotheses, crucial for understanding his overall framework:

1. The Acquisition-Learning Hypothesis

   • This is the most fundamental distinction in Krashen's theory, defining two independent systems of second language performance.
   • Acquisition: A subconscious process identical to the way children acquire their first language, focusing on meaning and communication.
   • Learning: A conscious process of knowing about language, such as grammar rules and vocabulary lists, typically through formal instruction.
   • Krashen asserts that acquired knowledge is responsible for fluent, spontaneous language use, while learned knowledge serves as an 'editor'.

2. The Monitor Hypothesis

   • The 'learned' system acts as a monitor or editor for the output of the 'acquired' system.
   • It allows learners to correct and refine their language output, but its use is limited by three conditions: sufficient time, focus on form, and knowledge of the rule.
   • Individuals can be 'Monitor Over-users' (hesitant speakers), 'Monitor Under-users' (prone to errors), or 'Optimal Monitor Users' (balanced).

3. The Natural Order Hypothesis

   • States that second language learners acquire grammatical structures in a predictable sequence, regardless of their native language or the teaching methodology used.
   • This sequence is not necessarily the order in which rules are taught or explicitly learned. For example, certain morphemes like '-ing' are typically acquired earlier than 'third person singular -s'.

4. The Input Hypothesis (i + 1)

   • This is arguably the most central hypothesis. It explains how acquisition occurs.
   • It states that learners progress when they receive "comprehensible input" that is slightly beyond their current level of competence (i + 1), where 'i' represents the current level and '+1' is the next stage of acquisition.
   • Input must be understood by the learner, even if some new structures are present. Meaningful context aids comprehension.

5. The Affective Filter Hypothesis

   • This hypothesis suggests that a learner's emotional state or attitude can act as a psychological barrier, or 'affective filter,' that impedes or assists language acquisition.
   • Factors like high anxiety, low motivation, and low self-confidence raise the filter, blocking comprehensible input from reaching the Language Acquisition Device (LAD).
   • A low affective filter (e.g., a supportive, low-stress learning environment) facilitates acquisition by allowing more input to be processed.
• Implications for Teaching: Krashen's theory advocates for teaching methodologies that prioritize providing abundant comprehensible input through meaning-focused activities like storytelling, extensive reading, and communicative tasks, rather than explicit grammar instruction or excessive error correction.
• Contrast with Traditional Methods: His theory significantly contrasts with traditional approaches like the Grammar-Translation Method or Audiolingualism, which heavily rely on explicit rule learning, memorization, and repetitive drills.
• Key Takeaway for Exams: The central idea is that true language proficiency (acquisition) is a natural, subconscious process driven by exposure to and understanding of meaningful language (comprehensible input) in a comfortable, low-anxiety environment, with explicit rule learning playing a secondary, monitoring role.