CTS-Academic: Module 2 session 2 theories of language learning
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The document reviews Dr. Simon Phipps' session on Krashen's theories of language learning, detailing five key hypotheses: the Monitor Hypothesis, Acquisition-Learning Hypothesis, Natural Order Hypothesis, Input Hypothesis, and Affective Filter Hypothesis. It discusses the implications of these theories for second language acquisition (SLA) and highlights the impact of explicit and implicit knowledge on language learning. Additionally, it notes how Krashen's ideas have stimulated further research and discussion in the field despite some claims being less favored today.
CTS-Academic: Module 2 session 2 theories of language learning
- 1. Dr. Simon Phipps dr.simon.phipps@gmail.com CTS Module: Fresh Insights into Teaching & Learning (Linguistics) Sessions 2: 10.45-12.15 Theories of Language Learning 1. Krashen’s ‘Monitor Model’ Theory
- 2. KRASHEN’S ‘MONITOR THEORY’1980S Krashen’s 5 hypotheses; 1. Monitor Hypothesis 2. Acquisition – Learning Hypothesis 3. Natural Order Hypothesis 4. Input Hypothesis 5. Affective Filter Hypothesis
- 3. 1. ACQUISITION/LEARNING HYPOTHESIS Acquisition = subconscious process - focus on meaning Learning = conscious process - focus on form Acquisition (similar to FLA) – meaningful interaction in a communicative setting Learning cannot turn into acquisition, because: L1 acquisition happens without knowing rules learner can know the rule but still break it when speaking no-one can know all the rules BUT Research does show that; some rules can be acquired through learning learning can help acquisition
- 4. EXPLICIT AND IMPLICIT LEARNING Explicit linguistic knowledge implicit linguistic knowledge ????? Strong Interface Position (Sharwood-Smith) Explicit knowledge can be converted into implicit knowledge Weak Interface Position (Ellis) Explicit knowledge can facilitate implicit knowledge Non-Interface Position (Krashen) Explicit knowledge can not facilitate implicit knowledge
- 5. 2. MONITOR HYPOTHESIS Learning = monitor or editor Monitor can adjust utterances initiated by the acquired system Conscious knowledge of rules can only help ‘polish up’ language 3 conditions for the use of the monitor: Time focus on form knowing the rule BUT The monitor is mentioned only in connection with production, not comprehension Research shows that: the monitor seems to enhance not hinder performance early adolescence seems to be the best age to learn L2 in the classroom increased rate of learning increased ultimate levels of attainment
- 6. 3. NATURAL ORDER HYPOTHESIS Morpheme studies (1970s) show that; Learners acquire rules in a predictable order regardless of learning BUT Findings are today viewed with some suspicion Difficult to know when to measure How to know when a rule has been acquired Research shows that; L1 can influence the order of acquisition There seem to be different routes in the SLA process Not all learners follow exactly the same order although there is some agreement on a tentative order
- 7. 4. INPUT HYPOTHESIS Comprehensible input (i + 1) If input is understood, info about grammar is automatically available Speaking is seen as the result of acquisition, not as a cause Comprehension is seen as more important than production Silent Period Natural Approach BUT Research shows that; Children learn chunks of language and analyse them later Children appear to be able to learn without simplified input The Natural Approach is not backed up by evidence Speaking (comprehensible output) plays a crucial role in learning CI and the Affective Filter (see below) are factors of acquisition, not causes There are 2 reasons why babies are silent…
- 8. 5. AFFECTIVE FILTER HYPOTHESIS The Affective Filter is; A barrier to acquisition An internal processing system which screens input If the filter is down, input may interact with the LAD This is what causes individual learner differences BUT Although affective factors clearly influence learning; Too vague to pin down exactly how this might work More of a metaphor Psycholinguistics tells us that the brain has a need for equilibrium Low affect = few resources left for attention to any task Some evidence that some stress can enhance learning
- 9. KRASHEN’S CONTRIBUTION TO THE FIELD ‘Krashen’s ideas themselves initially stimulated a good deal of data-based research, and forced some fresh thinking in language teaching circles. While some of the original claims no longer excite much interest among researchers and/or have been superseded by other developments, they served a valuable purpose by identifying some of the relevant issues and, where apparently wrong, by obliging critics to seek out and substantiate alternatives.’ (Larsen-Freeman, D. & Long, M. (1991). An Introduction to SLA Research. London: Longman, p249)
- 10. KRASHEN’S CONTRIBUTION TO THE FIELD ‘Krashen’s ideas themselves initially stimulated a good deal of data-based research, and forced some fresh thinking in language teaching circles. While some of the original claims no longer excite much interest among researchers and/or have been superseded by other developments, they served a valuable purpose by identifying some of the relevant issues and, where apparently wrong, by obliging critics to seek out and substantiate alternatives.’ (Larsen-Freeman, D. & Long, M. (1991). An Introduction to SLA Research. London: Longman, p249)