KRASHEN SLA

Krashen: Second Language Acquisition

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Krashen: Second Language Acquisition

Introduction

Stephen Krashen asserted that acquisition entails meaningful communication in the inherent communication (target language), where spokespersons focuses on the message they want to convey rather than on the form of their word, sound, expression and speech. Furthermore, he asserted that the best techniques are those that provide “comprehensible input” in situations of low anxiety, enclosing message that students actually like to hear. Such techniques do not strengthen initial construction in the second language; however, permit students to fabricate while they are prepared, identifying that enhancement comes from comprehensible input and supplying communicative, and not from correcting production and forcing.

Discussion

The theory of Krashen of acquisition of second language includes of five main hypotheses that are the acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.

These hypotheses are the attempt of Krashen to give details how the learner gets hold of second language. Similarly, this hypothesis is the explanation of Krashen of how second language attainment takes place. Thus, these hypotheses merely emphasize on the acquisition rather than on learning. According to hypotheses, the learner progresses and improves with the “natural order” when the learners receive input of second language, and this is the first step ahead from their linguistic competence current stage. For instance, if a student in a stage "i", then the acquisition is carried out when a student is exposed to “comprehensible Input” which belong to level 'i + 1'. In view of the fact that not all students can be on the same level of linguistic competence at the same time, Krashen proposes that regular communication input is the key to formulating a curriculum, thereby ensuring that each student will receive input of “i + 1,” which is suitable for their linguistic competence current stage.

Krashen (2003a: 10-16) stated that language acquisition through efforts of learners to understand second language, more willingly than by means of their efforts to use it. Writing and speaking are merely the final products of the attention of the learner to input. Krashen set off to propose that the student requires to be given with comprehensible input. This is routinely done automatically in the real world. For example, mothers make use of “mamanaise” when talking to babies; concentration on the “here-and-now” - simplified language; and youngster at the level of learners.

It is affirmed by Krashen that in the classroom, the business of the teacher is to provide a diversity of language ahead of the present capacity of the learner to understand, so that the student is required to make comprehension effort. In the same way, the instructor gives pertinent clues that assist students in their task. On the other hand, a number of objections have been made regarding the hypothesis of Krashen.

The criticism to Krashen input hypothesis mainly revolves around its methodological scientific construction and content. McLaughlin (1987: 21) criticized the first hypothesis, as it does not specify the meaning of ...