Which of the following teaching practices is most consistent with Krashen's recommendation for creating an optimal language acquisition environment?
AA. Focusing on error correction in every student utterance.
BB. Prioritizing grammar drills over communicative activities.
CC. Providing a rich variety of authentic, comprehensible materials.
DD. Requiring students to memorize lengthy vocabulary lists.
Answer:
C. C. Providing a rich variety of authentic, comprehensible materials.
Read Explanation:
Stephen Krashen's Second Language Acquisition Theory
- Stephen Krashen is a highly influential linguist and researcher in the field of Second Language Acquisition (SLA). His theories have significantly impacted language teaching methodologies worldwide.
- He proposed five main hypotheses to explain how individuals acquire a second language. These hypotheses are fundamental for understanding his recommendations for optimal language acquisition environments.
Key Hypotheses and their Relevance to Language Acquisition
- The Input Hypothesis: This is arguably Krashen's most central hypothesis, stating that language acquisition occurs when learners receive comprehensible input that is slightly beyond their current level of competence (often termed 'i+1').
- 'i' represents the learner's current level of linguistic competence.
- '+1' represents the next stage of acquisition, which is slightly above the current level.
- The input must be comprehensible for acquisition to happen, meaning learners can understand the general meaning, even if they don't know every single word or grammatical structure.
- The Acquisition-Learning Hypothesis: Krashen distinguishes between two independent ways of developing second language ability:
- Acquisition: A subconscious process, similar to how children acquire their first language, through natural communication. This is what Krashen advocates for.
- Learning: A conscious process, involving formal instruction and explicit knowledge about language rules. Krashen believes 'learning' has a limited role, primarily as a 'monitor' for 'acquired' language.
- The Affective Filter Hypothesis: This hypothesis suggests that emotional factors can act as a filter, impeding language acquisition. Factors like high anxiety, low motivation, or lack of self-confidence can raise this filter, preventing comprehensible input from being processed.
- An optimal language acquisition environment should therefore be low-anxiety and highly motivating to keep the affective filter low.
- The Monitor Hypothesis: This hypothesis explains the relationship between acquisition and learning. The 'monitor' is the conscious knowledge (learning) that is used to edit and correct the language produced by the 'acquired' system. It is limited by time, focus on form, and knowledge of rules.
- The Natural Order Hypothesis: This hypothesis suggests that language learners acquire grammatical structures in a predictable sequence, regardless of their native language or the order in which they are taught.
Why Authentic, Comprehensible Materials are Key
- Providing a rich variety of authentic, comprehensible materials directly aligns with Krashen's Input Hypothesis.
- Authentic materials (e.g., real-world texts, videos, conversations) expose learners to language as it is naturally used, making the input more engaging and relevant.
- Ensuring these materials are comprehensible means they are at the 'i+1' level, allowing learners to understand the message and thus acquire new language implicitly.
- This approach fosters natural acquisition by focusing on meaning over form, reducing anxiety, and creating an immersive, input-rich environment.
Competitive Exam Related Points
- Always remember Krashen's emphasis on 'comprehensible input' as the core of language acquisition.
- The term 'i+1' is directly associated with Krashen's Input Hypothesis.
- Distinguish between 'acquisition' (subconscious) and 'learning' (conscious).
- The concept of the 'affective filter' and its role in hindering/facilitating acquisition is crucial.
- Krashen is a key figure in Second Language Acquisition (SLA) theory. His work is often contrasted with behaviorist or cognitive approaches to language learning.