Being able to encounter topics worth mentioning is in fact more than a challenge oftentimes. Thus, the reason why this blog has remained stagnant for some time. Apart from my daily obligations that is. English teaching is a subject I have not dealt with in a while now. Hence, I decided to give Steven Krashen's Theory of Second Language Acquisition the opportunity to shine once again. In the following, I will be addressing its five main hypotheses and expand on some.
First of all, I would like to point out the difference between language acquisition and language learning. What most students do in a classroom setting (Learning grammar rules, performing group tasks, drilling activities, among others.) would be considered as "learning". Whereas, what people do when they move to a country where the target language is spoken would be known as "acquisition".
More often than not, acquisition takes place when the learner receives "comprehensible input". Which is input that is slightly above the learner's. However, it is still understandable to them. Despite not knowing all the words. Due to different factors. Such us the gist of the message, body language, etc. Both concepts are crucial to mastering a foreign language. It is how we use them though that determines our success with it. Now that these to concepts are out of the way, let us proceed with the hypotheses themselves.
1. Comprehensible input +1/ Input hypothesis: Krashen believed that if the input a student receives was meaningful enough and slightly above their level, they would still be able to acquire it. This of course includes understanding the message by receiving the aforesaid "comprehensible input".
For instance, students could understand what a song is trying to express because their teacher uses body language.
2. Monitor hypothesis: In other words, being aware of what your are learning. When we reach certain age, we all have a monitor in our minds. This helps us better produce written material for example. Even so, it inhibits speech if the learner is too conscious about what he is about to say.
3. Natural order hypothesis: When learning a language, we all follow a reasonable sequence of patterns. There are grammar structures and parts of language that must be learned before others for us to build on our previous knowledge. Case in point, nouns are learned first when studying a language.
4. The affective filter hypothesis: How students feel about themselves at the time of learning is imperative to their success. If they have a high affective filter, they develop a mental block that prevents them from reaching their LAD (Language acquisition device). Consequently, it is our duty us educators to provide a fulfilling and comfortable environment where students feel motivated.
5. The acquisition-learning hypothesis: Students have two main ways so as to reach mastery in a second language: Acquisition, by using language for real-life communication. As well as learning, that understanding how the language works.
In summary, I would say it is not always enough to know about all these theories and approaches from language experts. We have to apply them in the classroom in a sensible manner so as to start seeing an improvement. Reason being why having an eclectic approach to teaching is highly regarded nowadays. Keep in mind that the more creative you are with your lessons, the more you will be able to capture your student's interest. Needless to say that taking into account their learning styles and intelligences is a must too.
Sources:
- Joan Wink's YouTube Channel.
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