Comprehension+Hypothesis+Model+of+L2+Learning

= ﻿ Krashen's Comprehension Hypothesis Model of Second Language (L2) Acquisition =


 * The Acquisiton/Learning Hypothesis **is the basis for all of the hypotheses in Krashen's theory and is the most widely known among linguists and language practitioners. According to Krashen, we have two distinctive systems for developing competency in a second languages: the 'acquired system' and the 'learned system.' Acquisition is to know the language and learning is to know about the language. Krashen believes that these two things are learned differently.

Acquisition of a second language as an adult is similar to the process that children participate in when they learn their primary language. Grounded in meaningful interaction or natural communication with the target language, speakers are not focused on the correctness of their speech, but in the act of communication itself.

Learning comes later as a result of formal instruction where the second language learner focuses on the details about the language (like the rules of grammar or correct verb conjugation). For Krashen, the 'learning' is less important than the 'acquisition.' This hypothesis is presented largely as common sense. -adapted from []
 * **Acquisition ** || **Learning ** ||
 * implicit, subconscious || explicit, conscious ||
 * informal situations || formal situations ||
 * uses grammatical 'feel' || uses grammatical rules ||
 * depends on attitude || <span style="font-family: 'Comic Sans MS',cursive;">depends on aptitude ||
 * <span style="font-family: 'Comic Sans MS',cursive;">stable order of acquisition || <span style="font-family: 'Comic Sans MS',cursive;">simple to complex order of learning ||
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 150%;">The Monitor Hypothesis **<span style="font-family: 'Comic Sans MS',cursive;"><span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;"><span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 130%;">﻿ ﻿ is used by Krashen to explain the relationship between acquisition and learning. Learning influences the acquistion and acts as a monitor or editor based upon the practical application of accepted constructs in the target language. The monitor or editor acts in a correcting role when the learner has sufficient time to practice in the target language, when he/she knows the rule(s) at hand and he/she can focus or think about the correctness of his/her speech.

<span style="font-family: 'Comic Sans MS',cursive;">According to Krashen, the monitor should play a minor role and be used only to correct deviations from standard or normal speech patterns, not to affect change in the content of the communication itself. The learner must be conscious of his/her own learning in order for the monitor hypothesis to function. Perfectionists and introverts tend to over-use monitoring and are less self-confident than extroverts who can monitor and use their conscious knowledge appropriately. As L2 learners become more proficient, the amount of monitoring exhibited markedly decreases.




 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 150%;">The Input Hypothesis **<span style="font-family: 'Comic Sans MS',cursive;"> is Krashen's explanation of how second language acquisition, not learning, takes place. In the reception of second language input, acquisition progresses in a 'natural' or predictable order as the learner moves step by step toward liguistic competence. Input must be received incrementally and be appropriate for the current stage that the learner is in. If a learner is at a certain stage "i," then acquisition takes place when he/she is exposed to comprehensible input at the level "i + 1" which moves the learner forward.

<span style="font-family: 'Comic Sans MS',cursive;">As summarized by Cook (xxxx), Krashen's (1985a) evidence for the Input Hypothesis is as follows:
 * <span style="font-family: 'Comic Sans MS',cursive;">people speak to children acquiring their first language in special ways
 * <span style="font-family: 'Comic Sans MS',cursive;">people speak to L2 learners in special ways
 * <span style="font-family: 'Comic Sans MS',cursive;">L2 learners often go through an initial silent period
 * <span style="font-family: 'Comic Sans MS',cursive;">the comparative success of younger and older learners reflects provision of comprehensible input
 * <span style="font-family: 'Comic Sans MS',cursive;">the more comprehensible input the greater the L2 proficiency
 * <span style="font-family: 'Comic Sans MS',cursive;">lack of comprehensible input delays language acquisition
 * <span style="font-family: 'Comic Sans MS',cursive;">teaching methods work according to the extent that they use comprehensible input
 * <span style="font-family: 'Comic Sans MS',cursive;">immersion teaching is successful becuase it provides comprehensible input
 * <span style="font-family: 'Comic Sans MS',cursive;">bilingual programs succeed to the extent they provide comprehensible input
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 150%;">The Natural Order Hypothesis **<span style="font-family: 'Comic Sans MS',cursive;"> suggests that the the usage of grammatical structures follows a predictable 'natural order.' This concept is based upon research findings cited in Krashen (1987) by Dulay and Burt (1974), Fathman (1975) and Makino (1980). The learner progresses from simple to more complex information as he/she learns the target language. It may follow a different pattern than the one that was taken in acquring the native language in early childhood. First language acquisition is based upon interaction with caregivers and the cognitive development of the child. Interaction with the environment, although critical, is a greater factor in second language acquisition.


 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 150%;">The Active Filter Hypothesis **<span style="font-family: 'Comic Sans MS',cursive;">takes into account all of the affective variables that come into play as a learner is acquiring a second language. Some examples are motivation, self-confidence and anxiety. These variable play a crucial, albeit secondary role according to Krashen. If the affect is positive (high motivation, high self-confidence and a good self-image), then levels of anxiety will be lower and these learners will be more successful in learning a second language. On the other hand, lower levels of motivation and lower self-confidence and self-esteem will increase anxiety and hinder the conscious effort to learn a second language.

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