Unit 3 writing learning assignment

ENGL-4531-M53
Topic: “Summarize the five hypotheses of the Krashen Model of second language acquisition.
Then, use an example of how at least three of the five hypotheses have influenced specific
classroom practices in English language teaching”.
The first hypothesis “The acquisition-learning hypothesis” differentiates between these two terms,
first being unconscious, natural, informal situations, and involving natural communication in the
target language while the second involves conscious process informal situations and uses of
grammatical rules. Krashen believed that “ language acquisition” is the best and sole way of
learning 2nd language. (Example 1)Therefore, for the teacher of 2nd language, the best way is to
develop an environment where the language is utilized to accomplish reliable drives, This would
result in helping the students to acquire the language rather than learning it.
The second hypothesis “The monitor hypothesis” elaborate on the relationship between acquisition
and learning, in addition also explaining how learning influence acquisition. There are three forms
of monitor hypothesis to acquire language competence i.e. time, focus on form, and knowing the
rules. Krashen stated that the acquisition system act as an utterance initiator, on the other hand,
the learning system act as the editor or monitor in editing, correction function, and planning.
According to Krashen the role of conscious learning is limited in the 2nd language, consequently,
the role of the monitor must be negligible. He also explained the terms extroverts, introverts, and
perfectionists i.e. under-users, over users respectively. The over-use of the monitor is termed as a
lack of self-confidence. ( Example 2) In teaching practice in the classroom, there is a challenge
for 2nd language teachers to foray a balance between fluency and accuracy at the same time.
Although various variables like language level of pupils, the context, and personal goals of
individual students influence the balance. The monitor hypothesis helps the 2nd language teacher
to maintain a productive balance between these two terms.
The third hypothesis “ The natural order hypotheses” deals with the acquisition of grammatical
structures. The explicit instructions do not affect acquiring language that follows particular order
which is independent of the age of learners, background, and exposure conditions. But according
to Krashen, there is no need for grammatical sequencing to language acquisition. (Example 3)
This hypothesis emphasizes the conducive way of learning i.e. while teaching the 2nd language the
teacher should know and be conscious that certain structures of a language are easier to acquire
than others. Therefore, teacher must start by introducing the concepts which are relatively easier
for 2nd language learners to acquire and then stepwise enhance the difficulty level.
The fourth hypothesis “ The input hypothesis” elaborates the progress of acquisition of language
when learners comprehend language input i.e. extra progressive than their current level. Krashen
termed this as “i +1” where I stand for inter-language, ‘+1’ stands for next level of language
acquisition. According to the last hypothesis “ the affective filter hypothesis” i.e. the negative
emotions like fear, embarrassment, etc. limited learners’ ability to acquire language. According to
Krashen, “ successful acquisition language learner’s should possess features like high enthusiasm,
self-assurance, a better self-perception, and low apprehension. The features like little incentive,
low self-image, incapacitating disquiet collectively raise the affective filter and induce a “ mental
block” that prohibits logical input from being castoff for acquisition.
Krashen (1982) urged that the syllabus must not be based on the “natural order hypothesis”.
Similarly, several grammar programs are teacher-centered i.e. the formulation of point given are
easy or hard for the teacher. These programs should be student-centered based on whether they
found it easy or difficult.
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