克拉申二语习得五假说.doc

Krashens five hypothesis ——Krashens Monitor Theory Five basic hypotheses: 1) The Acquisition-Learning Hypothesis Acquisition: naturally, subconscious, informal, Learning: consciously, formal, know about the second language, analysis and correction of errors formally and explicitly addressed. Krashen supports this claim as follows: (i) there can be acquisition without learning. Competent language learners may speak the language without consciously knowing the rules. (ii) there are cases where people can know a rule but do not use it in normal interaction. (iii) in any case, nobody knows all the rules of a language. Grammatical explanations even in languages as widely studied as English do not cover the largely unconsciously knowledge of a native-speaker. It often takes linguists years to describe rules which are relatively easily acquired (Ellis 1985). Acquisition and Learning are not defined by where a second language occurs. Formal learning in the street. The distinction is a central idea in education theory: between deductive (推理:from general to particular) and inductive (归纳)approaches; classroom and naturalistic learning; formal and informal language learning. 2) The Natural Order Hypothesis Grammatical structures are acquired in a predictable order for both children and adults, irrespective of the language being learnt. Some rules tend to come early and others late. The order does not appear to be determined solely by formal simplicity and there is evidence that it is independent of the order in which rules are taught in language classes. When a learner engages in natural communication, then the standard order will occur. 3) The Monitor Hypothesis The Monitor is an editing device that may operate before language performance. Utterances may be modified by being acted upon by the Monitor of learnt knowledge. Such editing may occur before the natural output of speech; it may occur after the output via a correctingdevice. Krashen suggests that monitoring occurs when