The 5 Hypotheses of Krashen

The 5 hypotheses of Krashen's Theory of Second Language Acquisition
Krashen's theory of second language acquisition consists of five main hypotheses:

 the Acquisition-Learning hypothesis;
 the Monitor hypothesis;
 the Input hypothesis;
 and the Affective Filter hypothesis;
 the Natural Order hypothesis.
The Acquisition-Learning distinction is the most fundamental of the five hypotheses in

Krashen's theory and the most widely known among linguists and language teachers.
According to Krashen there are two independent systems of foreign 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.
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. A deductive approach in a teacher-centered
setting produces "learning", while an inductive approach in a student-centered setting
leads to "acquisition".
The Monitor hypothesis explains the relationship between acquisition and learning and

defines the influence of the latter on the former. The monitoring function is the practical
result of the learned 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:
 The second language learner has sufficient time at their disposal.
 They focus on form or think about correctness.
 They know the rule.
It appears that the role of conscious learning is somewhat limited in second language
performance. According to Krashen, the role of the monitor is minor, being used only to
correct deviations from "normal" speech and to give speech a more 'polished'
appearance.
Krashen also suggests that there is individual variation among language learners with
regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the
time (over-users); those learners who have not learned or who prefer not to use their
conscious knowledge (under-users); and those learners that use the 'monitor'
appropriately (optimal users). An evaluation of the person's psychological profile can
help to determine to what group they belong. Usually extroverts are under-users, while
introverts and perfectionists are over-users. Lack of self-confidence is frequently related
to the over-use of the "monitor".
The Input hypothesis is Krashen's attempt to explain how the learner acquires a second

language – how second language acquisition takes place. The Input hypothesis is only
concerned with 'acquisition', not 'learning'. According to this hypothesis, the learner
improves and progresses along the 'natural order' when he/she receives second
language 'input' that is one step beyond his/her current stage of linguistic competence.
For example, if a learner is at a stage 'i', then acquisition takes place when he/she is
exposed to 'Comprehensible Input' that belongs to level 'i + 1'. Since not all of the
learners can be at the same level of linguistic competence at the same time, Krashen
suggests that natural communicative input is the key to designing a syllabus, ensuring
in this way that each learner will receive some 'i + 1' input that is appropriate for his/her
current stage of linguistic competence.
The Affective Filter hypothesis embodies Krashen's view that a number of 'affective

variables' play a facilitative, but non-causal, role in second language acquisition. These
variables include: motivation, self-confidence, anxiety and personality traits. Krashen
claims that learners with high motivation, self-confidence, a good self-image, a low level
of anxiety and extroversion are better equipped for success in second language
acquisition. Low motivation, low self-esteem, anxiety, introversion and inhibition can
raise the affective filter and form a 'mental block' that prevents comprehensible input
from being used for acquisition. In other words, when the filter is 'up' it impedes
language acquisition. On the other hand, positive affect is necessary, but not sufficient
on its own, for acquisition to take place.
Finally, the less important Natural Order hypothesis is based on research findings

(Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which
suggested that the acquisition of grammatical structures follows a 'natural order' which
is predictable. For a given language, some grammatical structures tend to be acquired
early while others late. This order seemed to be independent of the learners' age, L1
background, conditions of exposure, and although the agreement between individual
acquirers was not always 100% in the studies, there were statistically significant
similarities that reinforced the existence of a Natural Order of language acquisition.
References
 Crystal, David The Cambridge Encyclopedia of Language. Cambridge University Press, 1997.
 Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Prentice-Hall International, 1987.
 Krashen, Stephen D. Second Language Acquisition and Second Language Learning. Prentice-Hall International, 1988.

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The 5 hypotheses of Krashen's Theory of Second Language Acquisition

Krashen's theory of second language acquisition consists of five main hypotheses:

The Acquisition-Learning distinction is the most fundamental of the five hypotheses in

The Monitor hypothesis explains the relationship between acquisition and learning and

The Input hypothesis is Krashen's attempt to explain how the learner acquires a second

The Affective Filter hypothesis embodies Krashen's view that a number of 'affective

Finally, the less important Natural Order hypothesis is based on research findings

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