The Acquisition-Learning Distinction Adults have two different ways to develop competence in a language: language acquisition and language

learning. Language acquisition is a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a "feel" for correctness. "In non-technical language, acquisition is 'picking-up' a language." Language learning, on the other hand, refers to the "conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them." Thus language learning can be compared to learning about a language. The acquisition-learning distinction hypothesis claims that adults do not lose the ability to acquire languages the way that children do. Just as research shows that error correction has little effect on children learning a first language, so too error correction has little affect on language acquisition. Acquisition-Learning hypothesis Stephen Krashen's Acquisition-learning hypothesis is the most important of aspect of his theory of second language acquisition.[1] It states that there are two independent ways in which we develop our linguistic skills: acquisition and learning. According to Krashen acquisition is more important than learning. Acquisition Acquisition of language is a subconscious process and the learner is unaware of the process taking place. Once the new knowledge has been acquired, the learner is actually unaware of possessing such knowledge. This is analogous to the way in which children learn their native language. Learning

Learning a language involves formal instruction and is therefore a conscious process. New language forms are represented and possibly contrasted consciously by the learner as "rules" and "grammar". These "rules" - while known by the student - may well nave no actual impact on the language produced by the student. A good example would be the third person "s" - a structure "learnt" in the first few weeks of any English course but frequently not "acquired" until very much later. Implications for teachers It is clear that as teachers we want to maximize our student's opportunities to acquire language. Consequently, if we accept the hypothesis then we need to spend more time using real language with our students as opposed to teaching them explicit grammar rules. On the other hand, many students equate learning grammar rules with learning the language and attempting to re-focus teaching away from this method may meet with resistance. Acquisiton-learning hypothesis: According to Stephen Krashen, adult second language learners can develop second language learning. One method is learning, a conscious study of the forms of language. The other method is acquisition, or just picking up a language the way children do without conscious attention to forms. Krashen further argues that acquisition is far more beneficial in terms of producing fluent, natural communication in another language. Krashen also asserts that learning cannot change into acquisition. Note: Learning can be a confusing word because in the acquisition-learning hypothesis it has a very precise meaning: a conscious study of rules and forms. However, learning is also used in a more general sense of becoming more proficient or knowledgeable in something. So for example, in the sentence: Second language learners can acquire or learn a language, the meaning of learn is different in the two instances where it is used. Perhaps, this confusion wouldn't have resulted if Krashen had chosen study in place of learn. Explanation of Hypothesis The Acquisition-Learning Application for Teaching

hypothesis According to this theory, the optimal way a

according to Krashen, there are two ways language of ability. developing Acquisition

is

learned

is

through

natural

language communication. As a second language teacher, involves the the ideal is to create a situation wherein language used in order to fulfill authentic

subconscious acceptance of knowledge is

where information is stored in the brain purposes. This is turn, will help students to through the use of communication; this is acquire the language instead of just learning the process used for developing native it. languages. Learning, on the other hand, is the conscious acceptance of knowledge about a language (i.e. the grammar or form). Krashen states that this is often the product of formal language instruction. The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen's theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. 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 meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. 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

Combined model of acquisition and production

Taken from Cook (1993) Evidence for the Input Hypothesis (chiefly Krashen 1985a) i) ii) iii) iv) people speak to children acquiring their first language in special ways people speak to L2 learners in special ways L2 learners often go through an initial Silent Period the comparative success of younger and older learners reflects provision of comprehensible input v) vi) vii) the more comprehensible input the greater the L2 proficiency lack of comprehensible input delays language acquisition teaching methods work according to the extent that they use comprehensible input

viii) immersion teaching is successful because it provides comprehensible input ix) bilingual programs succeed to the extent they provide comprehensible input

Academic reactions to Krashen Ellis (1990, p.57): 'the lucidity, simplicity, and explanatory power of Krashen's theory'. Lightbown (1984, p.246): a combination of 'a linguistic theory (through its "natural order" hypothesis), social psychological theory (through its "affective filter" hypothesis), psychological learning theory (through its acquisition-learning hypothesis), discourse

analysis and sociolinguistic theory (through both the comprehensible input hypothesis and the "monitor" hypothesis)'. Mitchell & Myles (1998, p.126): 'The concepts of 'understanding' and 'noticing a gap' are not clearly operationalized, or consistently proposed; it is not clear how the learner's present state of knowledge ('i') is to be characterised, or indeed whether the 'i+1' formulation is intended to apply to all aspects of language, from lexis to phonology and syntax.' Gregg (1984, p.94): 'each of Krashen's hypotheses is marked by serious flaws: undefinable or ill-defined terms, unmotivated constructs, lack of empirical content and thus of falsifiability, lack of explanatory power' McLaughlin (1987, p.56): 'Krashen's theory fails at every juncture ... Krashen has not defined his terms with enough precision, the empirical basis of the theory is weak, and the theory is not clear in its predictions) Ellis (1985, p.266): the Monitor Model 'poses serious theoretical problems regarding the validity of the 'acquisition-learning' distinction, the operation of Monitoring, and the explanation of variability in language-learner language'

The Natural Approach (Krashen & Terrell, 1983; Terrell et al, 1997)

General premises 1. The goal is 'the ability to communicate with native speakers of the target language' 2. Comprehension precedes production the Silent Period 3. Production 'emerges' 4. Acquisition activities are central, though some Monitoring may be useful for some people sometimes 5. Lower the Affective Filter: they won't learn if their affective barrier is too high (6. Speech emerges in stages. Terrell et al 1997)

(7. Group work encourages speech. Terrell et al 1997) (8. Speech emergence is characterized by grammatical errors. Terrell et al 1997)

Techniques (all acquisition activities) a) Affective-Humanistic activities

dialogues short and useful - 'open' dialogues interviews pairwork on personal information personal charts and tables preference ranking opinion polls on favourite activities etc revealing information about yourself e.g. what I had for breakfast activating the imagination e.g. give Napoleon advice about his Russian campaign

b) Problem-solving activities

task and series e.g. components of an activity such as washing the car charts, graphs, maps e.g. busfares, finding the way developing speech for particular occasions e.g. What do you say if advertisements

c) Games, e.g. What is strange about a bird swimming?' d) Content activities, e.g. academic subject matter such as maths

SOME ANTI-KRASHEN OPINIONS FROM CALIFORNIA, taken from KrashenBurn (see end) Alice Callaghan (Episcopal priest), ...a parasite on the backs of poor Latino children. Isaac Cubillos, editor of Latino Beat ...more than 2.5 million kids state-wide have not made it as a result of bilingual education. What an atrocious situation, and Krashen helped create this."

Isaac Cubillos, editor of Latino Beat, I discovered that Dr. Krashen has done no research. It is purely a theory. There is no test data, there are no schools where it's been proved, and it's based on thin air. Christine Rossell "Krashen denied having ever criticized that study. He will say anything to win over a room." David Tokofsky, "This is how every administrator in the state got promoted from assistant principal to principal, or from teacher to bilingual coordinator, or from regional supe to district supe: By chanting the Mantra of 'Rama, Rama, Krashen, Krashen, Rama, Rama.' one stunned non-educator in the audience: "An impromptu receiving line formed of teachers lining up for a chance to touch their guru, their Pied Piper. It was eery. It was the Church of Krashen."

The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'. (Veja o texto ao lado e tambm outra pgina em portugus sobre Acquisition/Learning). Stephen Krashens Acquisition-Learning Hypothesis

Stephen Krashen is a linguist, educational researcher, and activist who is Professor Emeritus at the University of Southern California. In the 1990s, as the state of California became increasingly hostile to bilingual education, Krashen was instrumental in advocating the merits of learning a second language. His Acquisition-Learning Hypothesis is the centrepiece of his academic work.

Krashens Acquisition-Learning hypothesis revolves around the concept of comprehensible input, a term which essentially means messages that can be understood. Comprehensible input is best received when the learner is hearing something that he or she wants or needs to know. Krashen differentiates language learning from language acquisition, emphasizing that while learning is a formalized process, such as that which occurs in a classroom, acquisition happens informally, when a person is relaxed. He identifies a silent period during language acquisition, a time during which the student listens but is not comfortable speaking.

The Acquisition-Learning hypothesis acknowledges that students learn faster as they are given more comprehensible input. Inversely, a lack of comprehensible input delays language acquisition. Total Immersion Language Teaching, for example, succeeds so well is because it provides lots of comprehensible input. When people are immersed in a culture in which they do not know the language, they have an intense need and desire to speak that language. Such students are not interested in grammar lessons from a book but, instead, want to hear comprehensible input about that culture that teaches them what they need to know to survive.

Krashens acquisition-learning theory has much in common with both the communicative approach to language study and Noam Chomskys theory of generative grammar. The idea of comprehensible input is simply another way of saying that students learn languages best when they are learning about things that interest them. This idea is the essence of the communicative approach. Krashens Natural Order Hypothesis says that we acquire the rules of grammar in a logical order. This is similar to generative grammars hypothesi s that the basic foundations of human grammar are deeply embedded in the human brain.

Stephen Krashen has been criticized for not having sufficient empirical evidence to back up his theories. Gregg accused Krashen of using ill-defined terms. McLaughlin critiques Krashens theories as being weak and imprecise. However, Krashen has conducted extensive research to determine the validity of his theories, and his dedication to promoting bilingual education has had undeniable worth. His frequent media appearances have pushed bilingualism to the forefront of public awareness.

Krashen is regarded true linguistic theorist, with over 30 years of research and hundreds of published articles and multiple books. Stephen Krashens passionate work has left an indelible mark on the future of bilingual education in America.

Some of Dr. Stephen Krashens research is available for free at www.sdkrashen.com, benikomason.net, http://web.ntpu.edu.tw/~lwen/publications.html , www.IJFLT.com.