Krashen hypotheses - Revision history

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2022-05-18T12:16:46Z

link added

Guru: /* Integrating Krashen's hypotheses in work with Government schools */

2021-07-31T07:47:44Z

Integrating Krashen's hypotheses in work with Government schools

Guru: /* Integrating Krashen's hypotheses in work with Government schools */

2021-07-31T07:30:47Z

Integrating Krashen's hypotheses in work with Government schools

Guru at 15:05, 26 September 2020

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Guru at 13:22, 26 September 2020

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Guru at 13:20, 26 September 2020

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Guru at 13:18, 26 September 2020

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Guru at 13:16, 26 September 2020

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Guru: added Category:English using HotCat

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added Category:English using HotCat

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 . Relating Theory and Practice in Adult Second Language Acquisition
-Principles and Practice in Second Language Acquisition - Krashen, S.D. URL
+[https://www.researchgate.net/profile/Stephen-Krashen/publication/242431410_Principles_and_Practice_in_Second_Language_Acquisition/links/5e0a19f8a6fdcc28374ac606/Principles-and-Practice-in-Second-Language-Acquisition.pdf?_sg%5B0%5D=JUQDcILltqnMReBeIEwYy1dl Principles and Practice in Second Language Acquisition - Krashen, S.D. URL]
-Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"
+Book available for free download for non-commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"
 [[Category:English]]

@@ Line 21: / Line 21: @@
 Apart from the application of the hypotheses, there is one more significant benefit to ELT -  we can identify pedagogies that are actually harmful to language learning, such as
-# not providing adequate input (which has to focus a lot on listening (audio), not only reading (print)
+# not providing adequate meaningful input (which has to focus a lot on listening (audio), not only reading (print)
-# most input provided is not very contextual or meaningful to the learner (some textbook chapters)
+# most input provided is not very contextual or meaningful to the learner
-# expecting production too soon - both reading and writing
+## memorizing entire script without any other activity in the initial stages
 # premature and excessive focus on formal grammar
 # not providing adequate peer learning possibilities

@@ Line 21: / Line 21: @@
 Apart from the application of the hypotheses, there is one more significant benefit to ELT -  we can identify pedagogies that are actually harmful to language learning, such as
-# not providing adequate input (which has to be audio/video-rich, not only text rich)
+# not providing adequate input (which has to focus a lot on listening (audio), not only reading (print)
-# most input provided is not very contextual or meaningful to the learner (some textbook chapters)    expecting production too soon - both reading and writing
+# most input provided is not very contextual or meaningful to the learner (some textbook chapters)
 # premature and excessive focus on formal grammar
 # not providing adequate peer learning possibilities

@@ Line 8: / Line 8: @@
 # affective filter and
 # natural order hypothesis
-[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|800x800px|alt=Download concept map on Krashen's hypotheses]]
+[[File:Krashen hypotheses for language acquisition ITfC Sep 2020.jpg|right|frameless|1200x1200px|alt=Download concept map on Krashen's hypotheses]]
 [[File:Krashen hypotheses for language acquisition ITfC Sep 2020.mm|alt=Krashen's hypotheses|thumb]]

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 Krashen says "'''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. 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'''."
 === Integrating Krashen's hypotheses in work with Government schools ===
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 # not providing adequate peer learning possibilities
 # creating a stressful environment of 'achievement/production'
 === Books written by Krashen ===

← Older revision		Revision as of 14:52, 21 July 2020
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	Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"		Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"
		+
		+	[[Category:English]]

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 The primary purpose of language is to communicate. Yet, many children who spend years learning a language in school, are unable to communicate freely in that language. This issue is visible with regard to English. Even as the age for learning English is reduced and states are moving to English as the medium of instruction, we find that children do not acquire communicative skills in English.
 Stephen Krashen a linguist, has done extensive research on second language learning, and his 'hypotheses' governing language learning are relevant to ELT. His hypotheses are:
+# acquisition-learning hypothesis,
-acquisition-learning hypothesis,
+# input hypothesis,
-input hypothesis,
+# monitor hypothesis,
-monitor hypothesis,
+# affective filter and
-affective filter, and
+# natural order hypothesis
 Understanding these hypotheses and integrating the principles into our ELT program can enable the classroom to support learners acquire communicative skills in the English Language (and any other language as well).
-Krashen says "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. 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."
+Krashen says "'''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. 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'''."
 In the 'Teachers Communities of Learning' (TCOL) program, IT for Change has attempted to bring these hypotheses into program design and transaction and seen significant validity for these.
 Apart from the application of the hypotheses, there is one more significant benefit to ELT -  we can identify pedagogies that are actually harmful to language learning, such as
-    not providing adequate input (which has to be audio/video-rich, not only text rich)
+=== Books written by Krashen ===
-    most input provided is not very contextual or meaningful to the learner (some textbook chapters)
+[http://sdkrashen.com/content/books/sl_acquisition_and_learning.pdf Second Language Acquisition and Second Language Learning] - Stephen D Krashen URL.  This book available for free download for non commercial purposes, following chapters are especially useful:
-Book available for free download for non commercial purposes, following chapters are especially useful-
+. On Routines and Patterns in Language Acquisition and Performance
 . Relating Theory and Practice in Adult Second Language Acquisition
 Book available for free download for non commercial purposes. Chapter III in this book focuses on 'Providing Input for Acquisition' - how the teacher can encourage subconscious acquisition of language. Chapter V discusses practical "Approaches to Language Teaching"