Acquisition vs. learning: In order for students to acquire a second language, teachers must focus on communication rather than on the rote memorization to rulers (form).

Implication:  Teacher must avoid putting emphasis on rote memorization /drill for acquisition of learning to occur.

The natural order: This means that there is a natural progression in the process of acquiring a second language that is similar to that of acquiring the first language. There are four stages in first/second language acquisition:

·        Preproduction

·        Early production

·        Speech emergence

·        Intermediate fluency

Implication: Allow students to make mistakes in oral communication without the fear of being “corrected” each time they mispronounce a word or employ incorrect grammar/syntax. Teachers should simply make note of errors students are making and address these in lesson thus providing for meaningful practice.

The monitor Hypothesis: States that people produce language that they have “acquired” not language that they have “learned.” However, he does assert that language learning is helpful in monitoring output.

Implication: Teacher must allow “think time” so students can self-correct prior to speaking.  Second language learners’ may need to “rehearse in their head” what they are going to say and how to say it before they can respond.

The Input Hypothesis: This concept is represented as i + 1 (comprehensible input plus 1-slightly beyond the student’s current level of proficiency).  In order for the input to be comprehensible, teacher must use visual, objects, realia, manipulative, gesturing, modeling, “parentese” (repeat, rephrase, slower speech) charts, graphs, maps.

Implication: Teachers must find ways to provide comprehensible input. One way is to employ means of presenting content that is not tied to language. Thus, the use of modeling, demonstrating, visuals, (charts, graphs, gestures, pictures, models) and manipulative is crucial.

The affective Filter Hypothesis: Krashen concludes that the most important affective variable favoring second language acquisition are a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem.

 Implication: Teachers must create a risk-safe environment where students will feel free to take chances, to try although they are not sure; and to make mistakes when producing language.  Teachers must provide positive feedback on a regular basic so students will be encouraged to engage in the lessons rather than remain disengaged due to fear of being criticized.

E-mail me Christiana Udebor at christieudebor@yahoo.com

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Last updated 12/06/2007