TEFL 5

TEFL 5

Second language acquisition

Domains

1. Krashen’s five interrelated hypotheses 
2. Chomsky & Zimbardo video
3. Overall theory (Techniques & Principles in Language Teaching
4. Classroom situations: texts and applications (cases)
5. Evaluation & professional development

1. Krashen's five interrelated hypotheses

1. The acquisition-learning hypothesis
2.  The monitor hypothesis
   
3. The natural order hypothesis
   
4. The input hypothesis
5. The affective filter hypothesis

The acquisition-learning hypothesis

Learning vs acquisition.

Learning: Memorisation/rule cramming/grammar/vocab (often checked by tests) 🡪 Artificial environment (classroom) 🡪 Results irl not so good.

Acquisition: Hear/see language 🡪 Realistic environment (real life), immersion, meaningful interaction. (People acquire their first, native, language).

The monitor hypothesis

The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. 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:

1: The second language learner has sufficient time at their disposal.

2: They focus on form or think about correctness.

3: They know the rule.

It appears that the role of conscious learning is somewhat limited in second language performance. 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.

You can overuse, underuse and make optimal use of the monitor.

The natural order hypothesis

Predictable order to the learning of language.

  

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.

The input hypothesis

The learner learns the most when they receive comprehensible input that belongs to the level i+1 (just above the learner’s current skill).

The affective filter hypothesis

Krashen claims that learners with high motivation, self-confidence, a good self-image, a low level of anxiety and extroversion are better equipped for success in second language acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition.

  

When the filter is up it is no gucci for learning.

Chomsky & Zimbardo video