光滑爪蟾克拉申二语习得五假说

2021年1月19日发(作者：老鸨子)
Krashen's five hypothesis

——
Krashen's Monitor Theory

Five basic hypotheses:

1)
The Acquisition- Learning Hypothesis

Acquisition: naturally, subconscious,

informal,

Learning:
consciously,
formal,
'know
about
the
second
language,
analysis
and
correction of errors formally and explicitly addressed.

Krashen supports this claim as follows:

(i) there can be acquisition without learning.

Competent language learners may

speak the language without consciously

knowing the rules.

(ii) there are cases where people can 'know' a rule but do not use it in normal

interaction.

(iii)
in
any
case,
nobody
knows
all
the
rules
of
a
language.
Grammatical
explanations
even
in
languages
as
widely
studied
as
English
do
not
cover
the
largely
unconsciously knowledge of a native-speaker. It often takes linguists years to
describe rules which are relatively easily acquired (Ellis 1985).

Acquisition
and
Learning
are
not
defined
by
'where'
a
second
language
occurs.
Formal
learning in the street. The distinction is a central idea in education theory:
between
deductive
(
推理
:from
general
to
particular)
and
inductive
(
归纳
)approaches;
classroom and naturalistic learning; formal and informal language learning.

2)
The Natural Order Hypothesis

Grammatical structures are acquired in a predictable order for both children and
adults, irrespective of the language being learnt. Some rules tend to come early
and others late. The order does not appear to be determined solely by formal
simplicity
and
there
is
evidence
that
it
is
independent
of
the
order
in
which
rules
are taught in language classes.

When
a
learner
engages
in
natural
communication,
then
the
standard
order
will
occur.

3)
The Monitor Hypothesis

The Monitor is an editing device that may operate before language performance.
Utterances
may
be
modified
by
being
acted
upon
by
the
Monitor
of
learnt
knowledge.
Such
editing
may
occur
before
the
natural
output
of
speech;
it may
occur
after
the
output via a correctingdevice.

Krashen
suggests that monitoring
occurs when
there is sufficient
time, when there
is pressure to communicate correctly and not just convey meaning, and when the
appropriate rules of speech are known.

Put it the other way:

1) there must be time for a speaker to use

conscious rules effectively. Normal

conversation does not allow for this

monitoring.

2)
time
alone
is
not
enough.
The
speaker's
attention
must
also
be
focused
on
Form.

3) the speaker must know the rule before the monitor can be used.

Examples include knowing the correct tense to use, when to use the third or first
person and rules about plurals. This hypothesis has been criticized for being
untestable and for a lack of supportive research evidence.

4)
The Input Hypothesis

To explain how language acquisition occurs, Krashen proposes that when learners
are exposed to grammatical features a little beyond their current level, those
features are 'acquired'. Krashen emphasizes that 'acquisition' is the result of
comprehensible language input and not of language production. Input is made

comprehensible
because
of
the
help
provided
by
the
context.
If
the
language
student
receives
understandable
input,
language
structures
will
be,
according
to
Krashen,
naturally acquired. For Krashen, the ability to communicate in a second language
'emerges' rather than is directly put in place by teaching. Second language

is said to be caused by the process of understanding second language input.

Krashen lists a number of lines of evidence to support the input hypothesis:

⊙ the silent period: this is based on the fact that children in an L2 situation
sometimes remain silent for several weeks. Similarly, young children are exposed
to their mother tongue (and obviously understand it) before they begin to speak.

⊙
age
difference:
younger
learners
may
get
more
comprehensible
input
because
they
tend to engage in 'here-and-now' interactions. Older learners may make faster
progress
initially,
however,
because
they
are
exposed
to
more
comprehensible
input
thanks
to
their
broader
world
knowledge
and
because
of
the
communicative
strategies
they have already developed in their L1.

⊙ the effect of exposure: the more learners are exposed to comprehensible input,
the more their language proficiency develops. Learners who do not have access to
comprehensible input are held up in their development.

⊙
immersion,
bilingual
a
nd
sheltered
language
teaching:
students
in
these
programs
learn
effectively because they
receive comprehensible input where
the focus is
on
the subject matter being taught rather than the form of the language.

⊙
simple
codes
(care
taker
speech,
motherese,

foreigner
talk,
etc.)
provide
ideal
input because (a) they are used to communicate meaning, not form, (b) they are
roughly tuned to the learners' current level of linguistic competence, and they
follow the 'here-and-now' principle which helps the learners understand.

⊙
the
effects
of
instruction:
instruction
is
helpful
when
it
is
the
primary
source
of comprehensible input. Formal instruction is only helpful because it is source
of comprehensible input. Methods that focus on comprehensible input are assumed
to be superior to grammar-based or drill-based methods which focus on learning

Input
is
language
which
a
learner
hears
or
receives
and
from
which
he/she
can
learn.
Intake is input which is actually integrated into the learner's interlanguage.

'speakers acquire language in only one way
–
by understanding messages, or by
receiving
'comprehensible
(or
better
still
comprehended)
input'…
We
move
from
i,
our
current
level,
to
i
+
1,
the
next
level
along
the
natural
order,
by
understanding
input containing i +1'.

5)
The Affective Filter Hypothesis

An affective filter was proposed by Dulay & Burt (1977) with the idea that there
is
a
filter
that
determines
how
much
a
person
learns
in
a
formal
orinformal
language
setting. The filter comprises affective factors such as attitudes to language,
motivation, self-confidence and anxiety.

Thus
learners
with
favorable
attitudes
and
self-confidence
may
have
'a
low
filter'
with
consequent
efficient
second
language
learning.
Those
with
unfavourable
attitudes and / or high anxiety have 'high filters' and so the input of second
language learning may be blocked or impeded. The affective filter proposed

by Krashen influences the rate of development in second language learning and the
level of success in becoming bilingual.

Krashen:
comprehensible input
may
not be utilised by
second language acquirers
if