Second Language Acquisition Stephen Krashen Stephen Krashen 1941

Second Language Acquisition Stephen Krashen

Stephen Krashen (1941 -Present) • Born in Chicago Illinois in 1941. • In 1972, Krashen completed his Ph. D. in Linguistics at UCLA. • He is currently an Emeritus Professor of Education at the University of Southern California. • Today, Krashen's theory is used primarily in the United States across ESL (English as a second language) classrooms. http: //rossier. usc. edu/faculty-and-research/directories/a-z/profile/? id=115 https: //study. com/academy/lesson/stephen-krashen-theories-biography-quotes. html

Key Terms: • Acquisition-learning hypothesis • Monitor hypothesis • Input hypothesis • Natural Order hypothesis • Affective filter hypothesis • Acquisition • Learning • i

Acquisition-Learning Hypothesis The learner has two distinct ways of developing competence in second languages. • The first is via language acquisition by using language for real communication. • The second is by language learning… “Knowing about” language. • Acquisition is subconscious • learning is conscious. Krashen, S. D. , & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press.

ACQUISITION / LEARNING https: //www. slideshare. net/khairunnisamohammad 1/the-acquisition-learning-hypothesis-ours

Monitor Hypothesis Learning has only one function, and that is as a Monitor, or editor. Learning comes into play only to make changes in the form of our utterance, after is has been "produced" by the acquired system. This can happen before we speak or write, or after (self-correction). Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. http: //slideplayer. com/slide/9046160/

Natural Order hypothesis “the acquisition of grammatical structures proceeds in a predictable order. Acquirers of a given language tend to acquire certain grammatical structures early, and others later. ” –Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. The Natural Order hypothesis: • IS NOT determined by the order of simplicity. • It is independent of the acquirers age or first language. https: //www. slideshare. net/marwan 121/seon d-language-acquisition-third-lecturefourthlecture

http: //www. storyboardthat. com/storyboards/synabelly/the-natural-order-hypothesis

Affective filter hypothesis The affective filter acts to prevent input from being used for language acquisition. Acquirers with optimal attitudes are hypothesized to have low affective filter. Classroom that encourages low filters are those that promote low anxiety among students. Krashen, S. D. , & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press. (1) Motivation. Performers with high motivation generally do better in second language acquisition (usually, but not always, "integrative" (2) Self-confidence. Performers with self-confidence and a good self-image tend to do better in second language acquisition. (3) Anxiety. Low anxiety appears to be conducive to second language acquisition, whether measured as personal or classroom anxiety. Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.

Affective Filter Hypothesis Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.

Input Hypothesis (i + 1 Hypothesis) “the move from stage i, where i represents current competence, to i + 1, the next level. In other words, acquisition occurs when the language contains structures which go a little beyond what the acquirer already knows. ” –Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. http: //slideplayer. com/slide/9046160/

Our Hypothesis: The purpose of this research study is to investigate how children retain vocabulary during second language acquisition as determined by Krashen’s Input Hypothesis. In particular, this research study seeks to answer the following questions: During second language acquisition, do children best retain foreign vocabulary through the accumulation of knowledge as indicated by Krashen's Input Hypothesis? Do children prefer to utilize context clues in their reading to determine the meaning of foreign words? Or, do children prefer to have visuals when learning new vocabulary? http: //slideplayer. com/slide/9046160/

Sample Demographics PARTICIPANT GENDER DISTRIBUTION • 19 fifth graders from a North Texas private elementary school Male 47% Female 53%

Sample Demographics First Language Second Language [PERCENT AGE] [PERCENT AGE] 84% English Spanish None Other

Results

Assessment 1: Assessment 2:

Vocabulary Acquisition Test

Students with +1 Input Students with No +1 Input 12 Number correct on standardized vocabulary exam (Maximum 10) 12 10 8 6 4 2 0 1 2 3 4 5 6 7 Scores over time for each participant 8 9 10 8 6 4 2 0 1 2 3 4 5 6 7 8 Scores over time for each participant 9 Vocabulary Acquisition in Relation to +1 Input 10

Vocabulary Retention Test

Students with No +1 Input 12 number correct on standardized vocabulary exam (maximum 10) Number Correct on standardized vocabulary exam (Maximum 10) Students with +1 Input 10 8 6 4 2 0 1 2 3 4 5 6 Scores over time for each participant 7 8 9 12 10 8 6 4 2 0 1 2 3 4 5 6 7 8 Scores over time with for each participant 9 Vocabulary Retention in Relation to +1 Input 10

Problems and Limitations: If we could do it again we would: • Use more 5 th grade students in second language classes to better prove Krashen i + 1 hypothesis. • Prior to testing, we would conduct a thorough investigation into their current curriculum to create a better assessment of their second language acquisition. • Prior to testing, we would also conduct a survey of their current and second language knowledge in order to determine whether their prior knowledge of one language aids in their acquisition of another. • Lastly, we would also discuss their second language curriculum with their current language teacher in order to further assess their knowledge of language.

Extensions • Learners of different primary languages will experience different linguistic paths when acquiring a new language, but the order will be the same for individuals within a specific language. • Native English speakers will more readily acquire languages more linguistically close to English (i. e. Swedish, Dutch, etc. ) due to the similarities in order of language retention and pattern recognition.

"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 concerned not with the form of their utterances but with the messages they are conveying and understanding. " http: //www. sk. com. br/sk-krash-english. html

Nature Rousseau KRASHEN Nurture Locke