ASSIGNMENT

ON
THEORY OF SECOND LANGUAGE ACQUISITION BY STEPHAN KRASHEN Submitted To:
MAAM. AMNA SHEHZADI

Submitted By:

Group
ROLL NO. 959 ROLL NO. 941 ROLL NO. 1009 ROLL NO. 923 ROLL NO. 931 ROLL NO. 961 ROLL NO. 977

JAWARIA SADAF M. SALEEM

TAHIRA

NAWAZ

M. TAYYAB M. AZHAR PERVAIZ IQBAL M. SHAHZAD 2ND SEMESTER

MA ENGLISH(EVENING)

UNIVERSITY OF EDUCATION LAHORE, MULTAN CAMPUS

INTRODUCTION Language acquisition does not require grammatical rules, and does not require tedious drill. (Stephan Krashen) In 1977, Tracy Terrell, a teacher of Spanish California, outlined a proposal for a new Philosophy of language teaching which he called the Natural Approach. He collaborated with Stephan Krashen an expert in field of linguistics. Their combined statement of principles and practices of the natural Approach appeared in their book The natural Approach published in 1983. The Natural Approach attracted a wider interest than some of the other innovative language teaching proposals. The Theory and research were grounded on Krashens views of language acquisition, which we will collectively refer to as Krashens language acquisition theory. It has had a large impact in all areas of second language research and teaching since 1980s. It has publisized as a language teaching and learning tool. Here, is the brief description of Krashens theory. It is probably the most widely cited theory of second language acquisition and has often dominated education debate in this field krashens Monitor model comprises five central hypothesis plus other variables that need considering in second language acquisition. The five hypothesis are: i. Acquisition Learning Hypothesis According to krachen Language is acquired, not learnt to understand this model, it is essential to understand that it assumes the existence of two parallel learning process which happen in the mind of a language learner. These are

acquisition and learning. Here, it would be useful to clarity that one school of linguists still holds that the process of acquisition concerns L1 whereas learning is relevant to L2, The Monitor model, however, posits the co-existence of acquisition and learning in the same learner. Clearly, in order to proceed further, the concepts of acquisition and learning need to be examined Vivian cook illustrates them in the following table. Acquisition Implicit Subconscious Informal Situations Uses grammatical Feel Depends on attitude Stable order of acquisition learning Explicit conscious Formal situations Uses grammatical Rules Depends on aptitude Simple to complex order of learning

Process Practicality Grammar Affectivity Order

According to Krashen, These two independent systems work together to produce second language performance the acquired system or acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaning full interaction in the target language. This process the attention of the speaker is concentrated not on the form of his utterances, but on the communicative act. According to Stephen krashen learning is less important than acquisition. Second language acquisition should attempt to parallel this process by creating an environment in which language can be presented in authentic communicative situations. However, acquisition and learning are not defined by Where a second language occurs. Formal learning can occur in the street when a person asks questions about correct grammar, mistakes and difficulties. Language acquisition can occur in the classroom, when opportunities for authentic occur.

The monitor Hypothesis The monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the letter on the former. The monitoring function is the practical result of the learning grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the monitor or the editor. The monitor acts in a planning, editing and correcting function when three specific conditions are met.: i. ii. iii. The second language learner has sufficient time at his/ her disposal. He/ She focus on form or thinks about correctness. He / She knows the rules. It appears that the role of conscious learning is somewhat limited in second language performance. According to Stephen krashen, the role of the monitor is, or should be, minor. It should be used only to correct deviations from normal speech and to give speech more polished 4appearance. Krashen also suggests that there is individual variation among language learners with regards to monitor use. He distinguishes learners in the following way: i. ii. iii. Those who use the monitor all the time (over-users) Those who have not learned or who prefer not to use their conscious knowledge (under users) Those who use the monitor appropriate (optimal users) An evaluation of the persons psychological profile can help to determine to what group they belong. Usually extroverts are under users while introverts

are perfectionists are over-users. Lack of self confidence is frequently related to the over-use of the monitor. The natural order Hypothesis According to natural order Hypothesis the acquisition of grammatical structures follows a natural order which is predicable research is said to hare shown that certain grammatical structures or morphemes are acquired before others in first language acquisition of English, and a similar natural order is found in second language acquisition. Errors are signs of naturalistic developmental process, and during acquisition (but not during learning), similar developmental errors occurs in learners no matter what their native language is. However, Krashen points out that the implication of the Natural order Hypothesis is not that language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition. Exposure should be simple to complex. Input Hypothesis The input hypothesis claims to explain the relationship between what the learner is exposed to of a language (The input) and language acquisition. It involves four main issues. First: The hypothesis relates to acquisition, and not to learning. Second: People acquire language best by understanding input that is slightly beyond their current level of competence. Krashen expresses this by means of the formula (1+1). e.g. An acquirer can move from a stage I (where I is ) to a sage 1+1. (Where 1+1 is the stage immediately following: I along some natural order) by understanding language containing 1+1, clues bases on the situation and the context, extra linguistic information, and knowledge of the world make comprehension possible.

Thirdly: the ability to speak fluently cannot be taught directly; rather, it emerges independently in time, after the acquirer has built up linguistic competence by understanding input. Fourthly: Krashen emphasis that acquisition is the result of this comprehensible language input rather than of language production. Input is made comprehensible because of the help provided by the context. THE AFFECTIVE FILTER HYPOTHESIS Krashen sees the learners emotional state or attitude and an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition. The hypothesis is built on research in second language acquisition, which has identified three kinds of affective or attitudinal variables related to second language acquisition: Motivation: Learners with high motivation generally do better. Self confidence: learners with self confidence and a good self image tend to be more successful Anxiety: Low personal anxiety and low classroom anxiety are more conductive to second language acquisition. The affective filter hypothesis states that acquires with a low affective filter seek and receive more input interact with confidence, and are more receptive to the input they receive. Anxious acquires have a high affective filter, which prevent acquisition from taking place. It is believed that the affective filter (e.g., fear or embarrassment) rises in early adolescence, and this may account for childrens apparent superiority to older acquirers of a second language.

Conclusion To sum up we can say that these five hypotheses have obvious implications for languages teaching. The above discussion makes it clear that the monitor model is a made of observation adopted by Stephan Krashen. It is not, as its name suggests an over bearing method of teaching a language. The following a quote from Krashen should be regarded. The best methods are therefore those that supply comprehensible input in low anxiety situation, containing message that students really want to hear and not from forcing and correcting production.

Reference: Wikipedia.com

MCQs Multiple choice questions i. Krash presented ___________ hypothesis on second language acquisition

(a) 3 ii. (a) Sub-conscious

(b) 4

(c) 5

(d) 6

Language Acquisition does not require extensive use of ________ (b) Conscious grammatical rules (d) Language exposure Krashen, low motivation, stressful (c) Teachers training

iii.

According

to

stephan

environment and low self esteem will form a ________ (a) Better Communication (c) Mental block iv. (b) Better Information (d) Acquisition relationship exists

Monitor hypothesis explain what type of former. (a) Teacher and learner (c) Society and learner

between _______ and define the influence of the latter on the (b) Acquisition and learning

v.

Acquisition or acquired system is the product of _________ very similar to the process children undergo when they acquire their first language (a) Conscious learning (c) Society (b) sub-conscious (d) teaching of grammar

vi.

Best methods are therefore those that supply ________ in low anxiety situations containing message that students really want to hear .. and not from forcing and correcting production. (a) Comprehensible input (c) Societal exposure (b) forceful output

vii.

Krashen advances low affective filter which include ________ affective variable in second language acquisition (a) 2 (b) 5 (c) 4 (d) 3

viii.

Krashen and Terrells combined statement of principle and practices of the Natural approach appeared in their book The Natural Approach published in __________

(a) 1973 ix. x. (a) society

(b) 1977

(c) 1983

(d) 1997 (d) language

Krashen consider learning less important than __________ (b) teacher (c) Acquisition According to Stephan krashen people acquire language best by understanding __________ that is slightly beyond their current level of competence. (a) Input (b) out put (c) society (d) T language

xi.

Acquisition system is the utterance initiator, while the learning system performs the role of the _____________ (a) Teacher (c) Affective filter (b) monitor or editor (d) all of these

KEYS TO THE QUESTIONS

(i) (vi) (xi)

c a d

(ii)

(iii)

(iv) (ix)

b c

(v) (x)

b a

(vii) d

(viii) c