二语习得--英语

On Krashen’s Second Language Acquisition Theories

Abstract : Krashen’s Second Language Acquisition Theories consist of five main hypothesizes : the acquisition-learning hypothesis ,the natural order hypothesis ,the monitor hypothesis ,the input hypothesis ,and the affective fliter hypothesis .These hypothesizes have certain directive significance to teaching practice ,but also has some limitations : ignore the output acquisition process ,lack of operability in actual teaching in some degree.

Key words : acquisition-learning hypothesis , natural order hypothesis , monitor hypothesis ,input hypothesis ,and affective fliter hypothesis Ⅰ.Introduction

As a part of Second Language Acquisition ,Krashen’s Second Language Acquisition Theories is very significant in Second Language Acquisition According to his theories second acquisition has two quite different systems : acquisition and learning systems .Acquisition is the subconscious development of language rules ,just like in first language development .It focuses on meaning ,instead of on language form . Learning involves formal knowledge (and teaching ) of a language ,including error correction .It is a conscious development of language rul

es .Krashen argues that error correction and learning does not lead to acquisition of fluency ,and that acquisition is more important than learning .Next we will have detailed analysis of his hypothesizes .

Ⅱ.General Understanding of Krashen’ Second Language Acquisition Theories

Acquisition-Learning Hypothesis

This hypothesis is what Krashen considers to be perhaps the most fundamental of all hypothesizes .And it has been highly influential, and still remains the source of much debate today. The starting point ,also the core of this hypothesis is the distinction between acquisition and learning, and the different roles they play in second language acquisition. When learners acquire a second language they will internalize the language rule

subconsciously .They will not pay much attention to the language forms ,but to the meaning they want to express and understand. Learning (usually refers to the formal classroom context ) is the process of conscious study of language uncover knowledge ,such as language rules. It is systematical and formal. According to Krashen, only acquired knowledge is readily ava

ilable for natural fluent communication, and learned knowledge can only play as a monitor using language. Monitor Hypothesis

This hypothesis has a close relationship with acquisition –learning hypothesis. It states that ,only language acquisition system ,also the potential language knowledge ,is the real knowledge competence, and that conscious learning has extremely limited function in adult L2 performance. Acquisition” innates “ the speaker’s utterances and is responsible for fluency .While learning has only one function –as a monitor or editor, making minor changes and polishing what the acquired system has produced .This monitor comes before ,while ,and after the language output (speaking and writing).There are three kinds of monitor users ,monitor over-users ,monitor under users ,and monitor optimal users. Learners should properly use this monitor according to their personal situations. While have a conversation with others, we should focus on meaning not language forms. And the conversation will not be fluent if we overuse the monitor. However, while writing it is necessary for us to use the monitor to avoid expressing faults. There are three conditions for us to use monitor： Time (best applied when there is enough time)

Focus on form (not on communication) Know the rules.

Natural Order Hypothesis

Students acquire (not learn) grammatical structures in a predictable order, that is certain grammatical structures tend to be learned early and others later. It appears that the order of acquisition for first language acquisition is not identical for second language acquisition, but there are some similarities. The natural

order hypothesis reflects Noma Chomsky’s revolutionary notion that we all have a built-in Language Acquisition Device (LAD).Because of the LAD we tend to learn different language structure at different levels/stages as young learners ( also the same for older learners).Equipped with this innate device ,language learning follows a its natural route .For example, when children and adults learn English as a second language, they will acquire the present continue tense earlier than past tense, and 名词复数 earlier than 名词所有格 Input Hypothesis

According to Krashen , the input hypothesis attempts to answer what is perhaps the most important question in Second Language Acquisition filed ,that is ,how we acquire language .Thus

this notion has become the central part of Krashen’s theories. The input hypothesis states that one can acquire language in only one way – by exposure to comprehensible input. If the input contains forms and structures just beyond the learners’ current level of competence in the language (what Krashen calls i+1).Then both comprehension and acquisition will occur. Input which is either too simple (i + i) or too complex (i + 2/3/4) will not be useful for acquisition.” i” represents learners’ current language level .1 represents the input that is slightly higher than learners’ current level. Krashen also provide the requirements of the ideal input :first,the input should be comprehensible. Second, it should be sufficient .third, it should be interesting and relevant to learners. Affective Filter

Krashen believes that comprehensible alone is not sufficient for language acquisition. Learners also need to” let that input in “ .The affective filter determines how receptive to comprehensive input a learner is going to be. Learners with high motivation ,high self-confidence ,a good self- image ,and a low level of anxiety are better equipped for success in Second Language .Low motivation, ,low self- esteem ,and debilitating anxiety can combine to raise “affective filter” and form

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