克拉申监测理论克拉申监测理论.pptVIP

Dr. Swathi Vanniarajan, LLD 270 Krashen Dr. Swathi Vanniarajan, LLD 270 Krashen Krashen Dr. Swathi Vanniarajan LLD270: Second Language Acquisition * Dr. Swathi Vanniarajan, LLD 270 Krashen Krashen’s Input Hypothesis Model Known by various names Monitor hypothesis Input model Comprehensible input model Natural model All these names refer to the one and the same model * Dr. Swathi Vanniarajan, LLD 270 Krashen Five hypotheses Acquisition – learning distinction hypothesis Natural sequence/order hypothesis Monitor hypothesis Comprehensible input hypothesis Affective filter hypothesis * Dr. Swathi Vanniarajan, LLD 270 Krashen Acquisition-Learning Distinction HypothesisAcquisition Learning Subconscious – implicit learning A distinct process – can never become learning The way children learn the language Meaning focused Inductive Naturalistic settings Conscious – explicit learning A distinct process – can never become acquisition The way adults learn the language Grammar (form) focused Deductive Formal settings * Dr. Swathi Vanniarajan, LLD 270 Krashen Criticisms Subconscious – conscious is a psychological process It is possible they are two endpoints in a continuum (for Krashen, learning cannot become acquisition and vice versa) Confusion between learning settings and psychological processes Problem in defining what a formal setting is Research shows that children are not the best language learners Experimental verification is impossible * Dr. Swathi Vanniarajan, LLD 270 Krashen Current research opinion on acquisition – learning distinction Krashen may be correct – neurobiological findings in the last 3 or 4 years indicate that there are two kinds of knowledge – declarative (what) and procedural (how). Originally they were considered to be two sides of the same coin. They have been shown to be two entirely different processes It is possible that children acquire language procedurally from the start whereas adults learn declarative knowledge an