Teaching Methods: Stephen Krashen Linguistics

Teaching Methods: Stephen Krashen Linguistics Second Language Learners

One may say Stephen Krashen is an advocate of total immersion teaching to encourage second language learning in and out of the classroom. Krashen's techniques are worth studying because they provide educators new approaches to teaching second language in the classroom. His techniques and hypotheses also counter traditional lecture style teaching and encourage educators to adopt more comprehensive practices to help students master a new language.

Krashen had much to say about language acquisition. His ideas suggested acquisition required "meaningful interaction in the target language" or "natural communication" (Schutz, 2005). This suggests that learners should be less concerned with the way they are speaking and more concerned with getting their message or point across to people they are speaking about (Schutz, 2005). The best way to learn according to Krashen, is in low pressure environments where students are able to gain knowledge through "comprehensible input" meaning it is more important students understand communication than focus too much effort on getting form and production correct (Schultz, 2005).

Krashen is often considered an expert in linguistics, specializing in the development of language and acquisition of new languages (Schutz, 2005). His theory of second language acquisition consists of five main hypotheses: (1) acquisition-learning hypothesis, (2) monitor hypothesis, (3) natural order hypothesis, (4) input hypothesis and (5) affective filter hypothesis (Pennycook, 2001; Schutz, 2005; Wilson, 2005).

Acquisition Learning

This hypothesis is the basis of all other hypothesis presented by Krashen. The acquisition learning hypothesis focuses more on an individual's need to acquire skills in a second language than it focuses on the actual process of learning traditionally involved in a classroom setting. The whole basis of Krashen's concepts in fact, relies on one's ability to acquire language skills. The acquisition hypothesis suggests people have an acquired and learned system of entertaining a new language, with the acquisition process involving meaningful interaction in the "target language" (Schutz, 2005). Using this hypothesis one may acquire language best through natural communications. Learned system process is the process of actually learning a language, like in a classroom environment.

Monitor

This hypothesis distinguishes the relationship existing between acquisition and learning. The monitoring function results when students start to learn the rules of grammar associated with learning a language (Schutz, 2005). A monitor or editor helps correct flaws in the technical aspects of communication and helps teach the actual rules of communication (Schutz, 2005). The teacher in a traditional classroom setting may participate in the role of a monitor to help student's concentrate and fine-tune their language acquisition skills.

Natural Order

The natural order hypothesis suggests students will acquire knowledge of grammar in a natural or logical order depending on the target language the student is learning about (Krashen, 1988; Crystal, 1997). This order is independent of many factors including the student's environment and exposure to a language (Schultz, 2005; Wilson, 2005). This suggests that with different languages students may learn at a different pace. One may also argue that different students may acquire language differently simply because of individual personality or genetic related factors. These are important considerations for teachers.

Input

The input hypothesis suggests acquisition of a language is more likely to occur when students receive input in the second language that is above their current level of linguistic ability (Krashen, 1988; Wilson, 2005). Input helps challenge the learner to achieve new levels of understanding. This idea is one often used in classrooms because students are always aspiring to learn more, and will do so more often when challenged appropriately (Wilson, 2005).

Affective Filter

This hypothesis suggests that many variables may help students acquire language more comprehensibly. Among the variables more commonly discussed include the learners ability, anxiety over learning, self-confidence and even support structures or motivation (Schutz, 2005).

Summary and Conclusions