Krashen's theories (Five hypotheses)
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Krashen's theories (Five hypotheses)
1. The Acquisition-Learning Hypothesis' (習得與學習假說):
Language acquisition is a subconscious process, while language learning is a conscious process. The former occurs through natural exposure to language, while the latter requires instruction and conscious effort.
2. The Input Hypothesis:
Language acquisition occurs when learners receive input that is slightly beyond their current level of understanding. This helps them develop new linguistic structures and vocabulary.
3. The Monitor Hypothesis (監控假說):
Language learning can help to "monitor" and correct language output, but it is not sufficient（不充足的） for acquisition.
Consciously learned language can only be used to monitor language output; it can never be the source of spontaneous speech (自發言語/即興演講).
4. The Natural Order Hypothesis:
Learners acquire language in a predictable sequence (可預測的順序), regardless of the order in which they are taught.
There is a natural order in which language learners acquire grammatical structures, and this order is determined by the innate language acquisition (與生俱來的) device that humans possess.
Language is acquired in a particular order (按特定順序獲得), that does not change between learners, and is not affected by explicit (明確的) instruction.
5. The Affective Filter Hypothesis:
Affective factors such as anxiety and self-confidence can affect language acquisition. A low affective filter allows learners to take risks and make mistakes without fear of embarrassment, leading to better language acquisition.
learners' ability to acquire language is constrained (受約束的) if they are experiencing negative emotions such as fear or embarrassment.
The Key point and example:
Acquisition vs. Learning Hypothesis:
Language acquisition is subconscious, while learning is conscious.
Acquisition occurs in natural settings, while learning occurs primarily in the classroom.
Natural Order Hypothesis:
Language is acquired in a natural order.
Teaching should align with the readiness of the learner to acquire specific language elements.
Monitor Hypothesis:
The "monitor" regulates language accuracy.
Balance is crucial, avoiding overemphasis on accuracy that compromises fluency or underuse of the monitor leading to inaccurate language use.
Input Hypothesis:
Comprehensible input, slightly beyond the learner's current competence (i+1), is crucial for language acquisition.
i+0 (no linguistic knowledge beyond competence) and i+10 (too far beyond competence) result in no acquisition.
Affective Filter Hypothesis:
Affective factors like boredom, anxiety, or lack of motivation impact language acquisition.
High affective filter blocks comprehensible input, hindering language acquisition.
Example:
For instance, according to Chomsky's Innatist perspective, the Language Acquisition Device (LAD) is the mechanism through which children, upon exposure to a language, intuitively develop grammatical rules. This aligns with the idea of Universal Grammar, suggesting that these rules are innate and common across languages. Teachers, informed by this perspective, should facilitate a learning environment rich in language samples, allowing students to engage in the natural process of hypothesis development and testing, thereby enhancing their grammatical understanding.
Is the Krashen's Natural Order Hypothesis similar to Chomsky's Universal Grammar Theory?
Natural Order Hypothesis (Krashen): This hypothesis primarily focuses on the order in which language learners acquire grammatical structures when learning a second language. Krashen suggests that there is a predictable and natural sequence (順序) in which learners acquire these structures, which is influenced by innate language acquisition mechanisms. It does not delve deeply into the underlying grammatical universals but rather focuses on the order of acquisition.
Universal Grammar Theory (Chomsky): Chomsky's Universal Grammar Theory, on the other hand, posits that there is a universal grammatical framework common to all human languages. Chomsky argues that humans are born with an innate ability to acquire language and that this ability is guided by a universal grammar that underlies the structure of all languages. Universal Grammar Theory is more concerned with the fundamental principles (基本原則) that govern all languages rather than the order in which specific languages' grammatical features are acquired.
While both theories touch upon innate aspects of language acquisition, they have different emphases.
Krashen's Natural Order Hypothesis is primarily concerned with the order of acquisition of grammatical features in second language learning, while
Chomsky's Universal Grammar Theory is concerned with the deeper, innate linguistic structures that all languages share.
In summary, the two theories are related in that they both acknowledge innate language abilities, but they focus on different aspects of language acquisition and linguistics.
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