This paper deals with one of the most influential linguists in the field second language acquisition, Stephen D. Krashen. His theoretical framework provides essential implications for prospective language teachers. The focus of the following explorations will remain in the realm of theory and not extend to practical handson advice for the second language classroom.
Krashen claims to have put forth an “overall theory” (Krashen 1985: 1) of second language acquisition accompanied by implications for teaching. Starting with one hypothesis automatically leads to the others. As all five hypotheses are interlinked this closely they will be presented concisely in the first part of this paper by drawing on various works published by Krashen.
The second part of this paper gives an overview of the controversial aspects regarding Krashen’s hypotheses. Some of the weaknesses found in the Input Hypothesis, the Acquisition-Learning Hypothesis, and the Natural Order Hypothesis will be addressed by Pienemann’s Processability Theory. Afterwards the Monitor Hypothesis and the Affective Filter Hypothesis will be critically explored.
In this paper Krashen’s original texts are used as reference in order to be able to get a deeper understanding of his theoretical work and the alterations the hypotheses have undergone over the years. The voices of criticism have been collected in the years following his publications but also in recent years. The goal of this paper is to present Krashen’s framework and explore its weaknesses in order to present a critical and reflected perspective.
Table of Contents
- 1. Introduction
- 2. Outline of Krashen's theoretical framework
- 3. Critical exploration
- 3.1 Input Hypothesis
- 3.2 The Acquisition-Learning Hypothesis
- 3.3 The Natural Order Hypothesis
- 3.4 The Monitor Hypothesis
- 3.5 The Affective Filter Hypothesis
- Conclusion
Objectives and Key Themes
This paper aims to provide a critical exploration of Stephen Krashen's influential theoretical framework on second language acquisition. It focuses on examining the theoretical underpinnings of his hypotheses, rather than offering practical classroom applications. The paper will analyze the strengths and weaknesses of Krashen's work by examining both his original texts and subsequent critiques.
- Krashen's five hypotheses (Input, Acquisition-Learning, Natural Order, Monitor, and Affective Filter).
- The concept of comprehensible input (i+1) and its limitations.
- The distinction between language acquisition and language learning.
- Critical analysis of the weaknesses and controversial aspects of Krashen's hypotheses.
- Comparison of Krashen's framework with other relevant theories (e.g., Pienemann's Processability Theory, Ausubel's subsumability, Vygotsky's Zone of Proximal Development).
Chapter Summaries
1. Introduction: This introductory chapter sets the stage by introducing Stephen Krashen and his significant contributions to the field of second language acquisition (SLA). It establishes the paper's focus on a theoretical exploration of Krashen's framework, specifically his five interconnected hypotheses, and previews the critical examination to follow. The chapter highlights the interlinked nature of Krashen's hypotheses and emphasizes the paper's intention to utilize Krashen's original texts to understand the evolution of his ideas and the subsequent critical responses they generated. The overall goal is presented as offering a critically reflective perspective on Krashen's framework.
2. Outline of Krashen's theoretical framework: This chapter provides a concise overview of Krashen's five hypotheses. It introduces the Input Hypothesis, emphasizing the concept of "i+1," where language acquisition occurs through understanding input slightly beyond the learner's current competence. The Affective Filter Hypothesis is explained as the influence of learner motivation and anxiety on input processing. The Natural Order Hypothesis describes a predetermined order of morpheme acquisition, drawing parallels between L1 and L2 acquisition. The Acquisition-Learning Hypothesis differentiates between subconscious acquisition and conscious learning, and the Monitor Hypothesis explains the role of conscious grammatical knowledge in editing language output. The chapter establishes the foundation for the critical analysis in the subsequent chapter.
3. Critical exploration: This chapter delves into a critical examination of Krashen's hypotheses. It begins with a detailed critique of the Input Hypothesis, questioning the ambiguity in defining 'i' and '+1' and highlighting the challenges of ensuring that all learners receive appropriately tuned input. The chapter then examines the Acquisition-Learning Hypothesis and Natural Order Hypothesis in the context of other theories like Ausubel's subsumability and Vygotsky's Zone of Proximal Development, suggesting that Krashen's ideas may not be entirely unique. The analysis explores how these hypotheses interconnect and influence the overall framework. The vagueness of the hypotheses and the challenges of practical application in diverse learning contexts are emphasized.
Keywords
Second Language Acquisition (SLA), Krashen's Hypotheses, Input Hypothesis, Acquisition-Learning Hypothesis, Natural Order Hypothesis, Monitor Hypothesis, Affective Filter Hypothesis, Comprehensible Input, i+1, Language Acquisition, Language Learning, Critical Analysis, Theoretical Framework.
Frequently Asked Questions: A Critical Exploration of Krashen's Second Language Acquisition Framework
What is the main topic of this paper?
This paper provides a critical analysis of Stephen Krashen's influential theoretical framework on second language acquisition (SLA). It focuses on examining the theoretical underpinnings of his five hypotheses, rather than practical classroom applications.
What are Krashen's five hypotheses?
Krashen's framework comprises five interconnected hypotheses: the Input Hypothesis, the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Monitor Hypothesis, and the Affective Filter Hypothesis. The paper explores each hypothesis in detail, analyzing its strengths and weaknesses.
What is the Input Hypothesis?
The Input Hypothesis proposes that language acquisition occurs through understanding input that is slightly beyond the learner's current competence ("i+1"). The paper critically examines the ambiguity in defining "i" and "+1" and the challenges of providing appropriately tuned input for all learners.
What is the Acquisition-Learning Hypothesis?
This hypothesis distinguishes between subconscious language acquisition and conscious language learning. The paper analyzes this hypothesis in the context of other relevant theories like Ausubel's subsumability and Vygotsky's Zone of Proximal Development, questioning the uniqueness of Krashen's ideas.
What is the Natural Order Hypothesis?
The Natural Order Hypothesis suggests a predetermined order of morpheme acquisition in second language learning, mirroring patterns observed in first language acquisition. The paper explores the implications of this hypothesis and its relationship to other aspects of Krashen's framework.
What is the Monitor Hypothesis?
The Monitor Hypothesis describes the role of conscious grammatical knowledge in editing language output. The paper integrates this hypothesis into the overall analysis of Krashen's framework, highlighting its interconnectedness with other hypotheses.
What is the Affective Filter Hypothesis?
The Affective Filter Hypothesis emphasizes the influence of learner motivation, self-confidence, and anxiety on the processing of comprehensible input. The paper considers the impact of affective factors on language acquisition within Krashen's overall theory.
What other theories are compared to Krashen's framework?
The paper compares Krashen's framework with other relevant theories, including Pienemann's Processability Theory, Ausubel's subsumability theory, and Vygotsky's Zone of Proximal Development, to provide a broader theoretical context.
What is the structure of the paper?
The paper is structured into an introduction, a chapter outlining Krashen's framework, a chapter dedicated to a critical exploration of the hypotheses, and a conclusion. Each chapter is summarized in the document.
What are the key weaknesses discussed in the paper regarding Krashen’s hypotheses?
The paper highlights the vagueness of some of Krashen's hypotheses and the challenges associated with their practical application in diverse learning contexts. It also questions the originality of certain aspects of his theory in relation to other existing SLA theories.
What are the key takeaways from this paper?
This paper offers a comprehensive and critical analysis of Krashen's influential theoretical framework in SLA. It highlights both the strengths and weaknesses of his hypotheses, providing a balanced and nuanced perspective for researchers and educators in the field.
- Quote paper
- Martina Alexandra Hunkler (Author), 2016, Krashen's Hypotheses. A critical and reflected perspective, Munich, GRIN Verlag, https://www.grin.com/document/372523
