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Stephen Krashen's talk, under these cirumstances - Coggle Diagram
Stephen Krashen's talk
most important issue on SLA
HOW DO WE ACQUIRE LANGUAGE?
Different Historical Approaches
20 years ago
distinction between field-dependent and field-independent learners
15 years ago
distinction between left-side brain and right-side brain learners
10 years ago
cognitive style: cultural differences are recognised
Now
recognition of individual variation: attention to DIFFERENCE
Krashen's theory
although individual variation is recognised, we acquire language in the SAME way
Krashens' personal experiment
"Itomi" example: 4 years Japanese girl
AIM
to make her talk (and learn English)
STRATEGY
EARLY RESULTS
she did not speak for months, just picked expressions from other children (not real language)
MEDIUM-TERM RESULTS (5 months later)
speech similar to language acquisition
it was the beginning of her SPEECH, not of her LANGUAGE ACQUISITION
FINAL RESULTS (1 year later)
she has developed a similar language than the NATIVE children of the SAME AGE
1 more item...
force her to talk + break into consonants
Two Teaching Models
Lesson 1
exposition to INCOMPREHENSIBLE input
The language teacher performs an incomprehensible monologue for SL learners using L2
Lesson 2
exposition to COMPREHENSIBLE input
The use of visuals, knowledge of the world, realia
The learner can understand the language easier and start acquiring it
An example
By drawing a picture of an ear the learner can comprehend that the German term “Ohren” correspond to that image
Language is acquired in only one way
When the learner UNDERSTANDS the message
Comprehensible input
NOT how it is being said
but WHAT is it being said
Talking is not practice
Speaking out loud alone will not help
But by hanging together for a couple of weeks
the process of acquisition will start
1 more item...
The Affective Filter Hypothesis
Therefore
Factors involved in LA
Low motivation
High anxiety directed at the language
Conception of the classroom as a vulnerable place (defensive attitude of the student)
Low self-esteem or self-confidence
Motivation
the more motivated, the beter success in language aquisition
Self-steem
Anxiety
free anxiety class would lead to much better results than other methods
under these cirumstances
COMPREHENSIBLE input
is understood but NOT PENETRATED in LAD
there is an AFFECTIVE filter between the input and the LAD
as a result
some children make progress: they are open to the input
some children do NOT make progress: they are closed to the input
FINAL CONCLUSION
SUCCESFUL LANGUAGE ACQUISITION
only one way
1) comprehensible input
2) low-anxiety environment
3) focus on the message