Krashens theory of SLA.docx
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Krashens theory of SLA.docx
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KrashenstheoryofSLA
2.1Introduction
StephenKrashen(UniversityofSouthernCalifornia)isanexpertinthefieldoflinguistics,specializingin
theoriesoflanguageacquisitionanddevelopment.Muchofhisrecentresearchhasinvolvedthestudyof
non-Englishandbilinguallanguageacquisition.Duringthepast20years,hehaspublishedwellover100
booksandarticlesandhasbeeninvitedtodeliverover300lecturesatuniversitiesthroughouttheUnited
StatesandCanada.ThisisabriefdescriptionofKrashen'swidelyknownandwellacceptedtheoryof
secondlanguageacquisition,whichhashadalargeimpactinallareasofsecondlanguageresearchand
teachingsincethe1980s.Krashen'stheoryofsecondlanguageacquisitionconsistsoffivemain
hypotheses:
l theAcquisition-Learninghypothesis,
l theMonitorhypothesis,
l theNaturalOrderhypothesis,
l theInputhypothesis,
l andtheAffectiveFilterhypothesis.
1).TheAcquisition-LearningHypothesis
Krashen(1982)hasarguedthat“Learningcannotbecomeacquisitionandthatfluencyinasecondor
foreignlanguageisduetowhatlearnershaveacquired,notwhattheyhavelearned(Brown,2000:
278).
Acquisition,accordingtoKrashen,isasubconsciousprocesswhereaslearningisanactiveandconscious
processinvolvingthememorizationofmanyformallinguisticrules.Krashenbelievedthatsecondlanguage
learnersshouldattempttoacquirelinguisticrulessubconsciouslyandinanaturalwaymuchlikeachild
acquireshisorherL1.
Acquisition
Learning
implicit,subconscious
explicit,conscious
informalsituations
formalsituations
usesgrammatical'feel'
usesgrammaticalrules
dependsonattitude
dependsonaptitude
stableorderofacquisition
simpletocomplexorderoflearning
TheAcquisition-LearningdistinctionisthemostfundamentalofallthehypothesesinKrashen'stheoryand
themostwidelyknownamonglinguistsandlanguagepractitioners.
AccordingtoKrashentherearetwoindependentsystemsofsecondlanguageperformance:
'theacquired
system'and'thelearnedsystem'.The'acquiredsystem'or'acquisition'istheproductofasubconscious
processverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.Itrequires
meaningfulinteractioninthetargetlanguage-naturalcommunication-inwhichspeakersare
concentrated notintheformoftheirutterances,butinthecommunicativeact.
The'learnedsystem'or'learning'istheproductofformalinstructionanditcomprisesaconsciousprocess
whichresultsinconsciousknowledge'about'thelanguage,forexampleknowledgeofgrammarrules.
AccordingtoKrashen'learning'islessimportantthan'acquisition'.
2).theMonitorHypothesis
TheMonitorhypothesisexplainstherelationshipbetweenacquisitionandlearninganddefinesthe
influenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.AccordingtoKrashen,theacquisitionsystemistheutteranceinitiator,whilethelearningsystemperformsthe
roleofthe'monitor'orthe'editor'.The'monitor'actsinaplanning,editingandcorrectingfunctionwhen
threespecificconditionsaremet:
thatis,thesecondlanguagelearnerhassufficienttimeathis/herdisposal,he/shefocusesonformorthinksaboutcorrectness,andhe/sheknowstherule.
Itappearsthattheroleofconsciouslearningissomewhatlimitedinsecondlanguageperformance.
AccordingtoKrashen,theroleofthemonitoris-orshouldbe-minor,beingusedonlytocorrect
deviationsfrom'normal'speechandtogivespeechamore'polished'appearance.
Krashenalsosuggeststhatthereisindividualvariationamonglanguagelearnerswithregardto'monitor'
use.Hedistinguishesthoselearnersthatusethe'monitor'allthetime(over-users);thoselearnerswho
havenotlearnedorwhoprefernottousetheirconsciousknowledge(under-users);andthoselearners
thatusethe'monitor'appropriately(optimalusers).Anevaluationoftheperson'spsychologicalprofilecan
helptodeterminetowhatgrouptheybelong.Usuallyextrovertsareunder-users,whileintrovertsand
perfectionistsareover-users.Lackofself-confidenceisfrequentlyrelatedtotheover-useofthe'monitor'.
3).TheNaturalOrderHypothesis:
Krashen’sNaturalOrderHypothesisstatesthatsecondlanguagelearners“acquiretherulesofa
languageinapredictablesequence”(LightbownandSpada,1993:
27-28).TheNaturalOrderHypothesis
alsostatesthateventhoughsomeoftherulesinalanguageareeasyforthelearnertomemorize,these
rulesoroftenmostdifficultforthelearnertoacquire.Krashen’sviewregardingthenaturalacquisitionof
certainstructureshasbeensupportedinmorphemestudiesanditisfromthesestudiesthatKrashen
attemptstobolstersupportforhisNaturalOrderHypothesis.
TheNaturalOrderhypothesisisbasedonresearchfindings(Dulay&Burt,1974;Fathman,1975;Makino,
1980citedinKrashen,1987)whichsuggestedthattheacquisitionofgrammaticalstructuresfollowsa
'naturalorder'whichispredictable.Foragivenlanguage,somegrammaticalstructurestendtobeacquiredearlywhileotherslate.Thisorderseemedtobeindependentofthelearners'age,L1background,conditionsofexposure,andalthoughtheagreementbetweenindividualacquirerswasnotalways100%inthestudies,there
werestatisticallysignificantsimilaritiesthatreinforcedtheexistenceofaNaturalOrderoflanguage
acquisition.Krashenhoweverpointsoutthattheimplicationofthenaturalorderhypothesisisnotthata
languageprogramsyllabusshouldbebasedontheorderfoundinthestudies.Infact,herejects
grammaticalsequencingwhenthegoalislanguageacquisition.
4).TheInputHypothesis
ThisisperhapsthemostimportantofKrashen’sfivehypotheses.Thethrustoftheinputhypothesisis
thatinorderforlanguageacquisitiontotakeplace,theacquirermustreceivecomprehensibleinput
throughreadingorhearinglanguagestructuresthatslightlyexceedtheircurrentability(Brown,2000:
278).However,itisimportantthattheacquirernotreceiveinputthatexceedshisorherlevelofcompetence.Itis
crucialthattheacquirerreceiveinputthatiscomprehensibleandchallengingenoughtoleadto
improvementsinlinguisticcompetence.TheinputhypothesishasbeenoutlinedbyKrashenasfollows:
Theinputhypothesismakesthefollowingclaim:
anecessary(butnotsufficient)conditiontomovefrom
stagei+listhattheacquirerunderstandinputthatcontainsi+l,where“understand”meansthatthe
acquirerisfocusedonthemeaningandnottheformofthemessage(Krashen,1982:
21).Furthermore,itisessentialnottofocusonexplicitgrammaticalstructuresorlearningactivitiesbutrathertooccupyclassroom
timewithacquisitiontasksoractivities.Krashenargues,“Theinputhypothesisrelatestoacquisition,not
learning”(Krashen,1982:
21).Inthisregard,manyEFL/ESLinstructorscanbetterservetheirstudents
SLlearningneedsbyintroducingvarioustasksintheclassroom.Theinputhypothesisalsostatesthatan
acquirermustnotbeforcedtospeaktooearly.Thatis,acertainamountofcomprehensibleinputmustbe
builtupbeforetheacquirerisrequiredtospeakinaclassroom(Brown,2000:
278).AccordingtoKrashen,
manysecondlanguagelearnerswillgothroughwhatisreferredtobysomeasasilentperiodwhenlearnersgraduallyreceiveandbuildenoughcomprehensibleinputsothattheycanstarttoproducetheirownstructures.
TheInputhypothesisisKrashen'sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen'sexplanationofhowsecondlanguageacquisitiontakesplace.So,theInput
hypothesisisonlyconcernedwith'acquisition',not'learning'.Accordingtothishypothesis,thelearner
improvesandprogressesalongthe'naturalorder'whenhe/shereceivessecondlanguage'input'thatis
onestepbeyondhis/hercurrentstageoflinguisticcompetence.Forexample,ifalearnerisatastage'i',
thenacquisitiontakesplacewhenhe/sheisexposedto'ComprehensibleInput'thatbelongstolevel'i+1'.
Sincenotallofthelearnerscanbeatthesameleveloflinguisticcompetenceatthesametime,Krashensuggeststhatnaturalcommunicativeinputisthekeytodesigningasyllabus,ensuringinthiswaythateachl
earnerwillreceivesome'i+1'inputthatisappropriateforhis/hercurrentstageoflinguisticcompetence.
5).TheAffectiveFilterHypothesis
Finally,thefifthhypothesis,theAffectiveFilterhypothesis,embodiesKrashen'sviewthatanumberof'
affectivevariables'playafacilitative,butnon-causal,roleinsecondlanguageacquisition.Thesevariables
include:
motivation,self-confidenceandanxiety.Krashenclaimsthatlearnerswithhighmotivation,
self-confidence,agoodself-image,andalowlevelofanxietyarebetterequippedforsuccessinsecondl
anguageacquisition.Lowmotivation,lowself-esteem,anddebilitatinganxietycancombineto'raise'the
affectivefilterandforma'mentalblock'thatpreventscomprehensibleinputfrombeingusedforacquisition.
Inotherwords,whenthefilteris'up'itimpedeslanguageacquisition.Ontheotherhand,positiveaffectis
necessary,butnotsufficientonitsown,foracquisitiontotakeplace.
Comprehensibleinputwilloccurduringthelanguageacquisitionprocesswhenthatacquirer’saffective
filterisdownorlow.TheAffectiveFilterHypothesisstatesthat:
Alearnerwhoistense,angry,anxious,orboredwillscreenoutinput,makingitunavailableforacquisition.
Thus,dependingonthelearner’sstateofmindordisposition,thefilterlimitswhatisnoticedandwhatis
acquired.T
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