Assignment paper no.12

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Name                :-   Bambha Kajal A

 Sem                  :-   3

 Roll no              :-   17

Year                  :-   2017-2019

Paper no           :-   The Post-colonial  Literature

Enorllment no  :-  2069108420180002 
 Email id           :-   kajalbambha16@gmail.com

 Submitted to   :-   Smt.S.B Gardi Department of  English,          

                              MKBU                                                

Topic: - Krashen’s five hypotheses for second language                                acquisition.

Ø Introduction

Stephen Krashen’s is professor emeritus at the University of Southern California, who moved from the linguistics department to the faculty of the School of Education in 1994. He is a linguist, educational researcher, and activist.

Stephen Krashen’s University of  Southern California is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much  of his recent research has involved the study of non-English and bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada. Krashen’s widely known and well accepted theory of second language acquisition has had a large impact in all areas of second language research and teaching since the 1980s.
In a front-page New Times Los Angeles article published just a week before the vote on Proposition 227, Jill Stewart penned an aggressive article titled 'Krashen’s Burn' in which she characterized Krashen’s as wedded to the monied interests of a "multi-million-dollar bilingual education industry." Stewart critically spoke of Krashen’s as the father of bilingual education. Krashen’s has been widely criticized in conservative and nativist political circles due to his influence on the field of language minority education, second-language acquisition, and his efforts to educate the public on matters related to English language learners in schools.
Krashen’s has been an advocate for a more activist role by researchers in combating the public's misconceptions about  bilingual education. Addressing the question of how to explain public  opposition to bilingual education, Krashen’s queried, "Is it due to a stubborn disinformation campaign on the part of newspapers and other news media to deliberately destroy bilingual education? And  is it due to the failure of the profession to present its side of the story to reporters? There is a great deal of anecdotal evidence in support of the latter."

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. 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’s 'learning' is less important than 'acquisition'. Krashen’s believes that the result of learning, learned competence (LC) functions as a monitor or editor. That is, while AC is responsible for our fluent production of sentences, LC makes correction on these sentences either before or after their production.

Ø Second Language Acquisition 

Ø Second Language Acquisition research is the study of how people learn a language other than their mother tongue. The goals of  Second Language Acquisition (SLA ) research are to describe how second language acquisition proceeds and to identify factors that account for the reasons why learners acquire an SL in the way they do. An overall comprehension of  SLA research will facilitate educators’ development of appropriate syllabi and methodologies in language classrooms. First we know about what is First language?

Ø What is First language?

1)   First language means mother tongue .Primary language that the child would learn.

2)   First language has an importance influence on the second language acquisition.

3)   First language is our identity

 Ø what is Second language Acquisition?

Second language acquisition or (SLA) is the process of learning other languages in addition to the native language.

For instance, a child who speaks Hindi as the mother tongue starts learning English when he starts going to school.

     Second language acquisition is learning a second language  after a first language is already established.  Many times this happens when a child who speaks a language other than English goes to school for the first time. Children have an easier time learning a second language, but anyone can do it at any age. It takes a lot of practice. 

Summary 1:-

Ø Summary of Krashen's Theory of Second Language Acquisition

Stephen Krashen’s is a Second Language Acquisition researcher and professor at University of Southern California who has been publishing and speaking since the 1980’s. 

" Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill." Stephen Krashen’s

" Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen’s

"The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." Stephen Krashen’s

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

1)       The Acquisition-Learning hypothesis,

2)       The Monitor hypothesis,

3)       The Input hypothesis,

4)       The Natural Order hypothesis,

5)       The Affective Filter hypothesis.

1)   The Acquisition-Learning hypothesis

           According to Krashen’s learned language cannot be turned into acquisition. It is pointless spending a lot of time learning grammar rules, since this will not help us become better users of the language in authentic situations. At most, the knowledge we gain about the language will help us in direct tests of that knowledge or in situations when we have time to self-correct, as in the editing of a piece of writing.

The 'learned system' and  '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'.

2) The Monitor Hypothesis

As is mentioned, adult second language learners have two means for internalising the target language. The first is 'acquisition' which is a subconscious and intuitive process of constructing the system of a language. The second means is a conscious learning process in which learners attend to form, figure out rules and are generally aware of their own process. The 'monitor' is an aspect of this second process. It edits and make alterations or corrections as they are consciously perceived. Krashen believes that 'fluency' in second language performance is due to 'what we have acquired', not 'what we have learned': Adults should do as much acquiring as possible for the purpose of achieving communicative fluency. Therefore, the monitor should have only a minor role in the process of gaining communicative competence. Similarly, Krashen suggests three conditions for its use:
 (1) there must be enough time;
 (2) the focus must be on form and not on meaning;
 (3) the learner must know the rule.

(3)The Input hypothesis

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 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'. We can then define 'Comprehensible Input' as the target language that the learner would not be able to produce but can still understand. It goes beyond the choice of words and involves presentation of context, explanation, rewording of unclear parts, the use of visual cues and meaning negotiation. The meaning successfully conveyed constitutes the learning experience.

(4) The Natural Order Hypothesis

According to the hypothesis, the acquisition of grammatical structures proceeds in a predicted progression. Certain grammatical structures or morphemes are acquired before others in first language acquisition and there is a similar natural order in SLA. The average order of acquisition of grammatical morphemes for English as an 'acquired' language is given below:

-Ing-------Aux---------Irregular------Regular Past
Plural----->Article---->Past---------->3rd Sing.
 

The implication of natural order is not that second or foreign language teaching materials should be arranged in accordance with this sequence but that acquisition is subconscious and free from conscious intervention.

    The Natural Order hypothesis is based on research findings which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable.

(5) The Affective Filter Hypothesis

The learner's emotional state, according to Krashen, is just like an adjustable filter which freely passes or hinders input necessary to acquisition. In other words, input must be achieved in low-anxiety contexts since acquirers with a low affective filter receive more input and interact with confidence. The filter is 'affective' because there are some factors which regulate its strength. These factors are self-confidence, motivation and anxiety state.

Ø THE DEGREE OF PHONETIC SIGNALING IN THE LANGUAGE AND THE INEFFICIENCY OF LEARNING:

It's also easy to assess the degree of phonetic signalling of languages and understand the importance that that aspect has. If we analyse and compare Spanish and Portuguese with English, we conclude that there is a significant difference, being English considerably more economical and compact than the Romance languages. This means a greater difficulty in achieving oral proficiency in the target language when going from Portuguese or Spanish to English than going the opposite direction. It also means that more time needs to be devoted to the practice of the spoken language (especially listening) and less time spent on the study of text and grammatical items.

Ø Process oriented research:

            The term ‘modified interaction’ refers to instance during an interaction when the speaker alters the form in which language is encoded to make it more comprehensible. This research into modified interaction was strongly influenced by Krashen’s hypothesis that comprehensible input was a necessary and sufficient condition for SLA. Long has also done research upon tasks of SLA, he has given three stages which are connected with each other.

1.     Conversational adjustment

2.     Comprehensible input

3.    Acquisition 

Ø Conclusion:

At the concluding part I won’t to say that Second Language acquisition as a discipline in CA, error analysis and inter language development. Nunan examine research into SLA in both naturalistic and instructional settings, considering both process and product oriented study

http://esl.fis.edu/teachers/support/krashen.htm

http://www.fampeople.com/cat-stephen-krashen