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Krashen's Hypotheses for Voice Thread

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Transcript of Krashen's Hypotheses for Voice Thread

Krashen's Hypotheses
Second Language Acquisition
Acquisition-Learning Hypothesis
Acquired System
A
subconscious implicit
process that requires meaningful natural communication with the target language. Students need to engage in reading, writing, listening and speaking.
Monitor Hypothesis
The relationship between the acquisition and learned hypothesis. Users of the target language learn the rules of the acquired language.
They can listen, monitor and self correct.
They can discern when the target language is correct or incorrect. One becomes his or her own editor.
Input Hypothesis

Input hypothesis is concerned with acquisition of language. The learner can acquire new language when there is comprehensible input. i + 1 Input is at the level of the learner. The input allows the learner to acquire the language.


When teachers use images, realia, photos, graphic organizers and L1 connections this provides the comprehensible input for the learner to acquire language.

GOAL!
Thank you!
Natural Order Hypothesis
The acquisition of grammatical structures follows a "natural order" that is
predictable
. Some grammatical structures tend to be acquired early and others later. For example past tense and irregular verbs are acquired later than the present tense.
Affective Filter Hypothesis
A learner needs to have confidence and feel comfortable in the learning environment. When the affective filter is low, students will feel comfortable enough to acquire, learn and take risks with language. When the filter is high, students are uncomfortable and acquiring, learning and risk taking are impeded.
Acquisition - Learning Hypothesis

Monitor Hypothesis

Natural Order Hypothesis

Input Hypothesis

Affective Filter Hypothesis
Learned System
Learning language through formal
conscious
instruction. Grammar, vocabulary and
explicit
direct language instruction. However, it is only learned if it is important to the learner.


Optimal monitors
- monitor appropriately
Over - users
- monitor language all he time to where it hinders usage and growth.
Under - users
- have not learned the target language or choose to not monitor
The Role of Grammar
Language acquisition through the teaching of grammar occurs when students are interested in the subject, it is meaningful to their acquisition and comprehensible input is in place.
The difference between learning to ride a bike and becoming a competitive racer
The monitor hypothesis is a built in spell/grammar check.
The input hypothesis is like watching a closed caption movie. Second language learners have the visual on the screen along with the written language. Taking the training wheels off when ready!
Natural order is similar to the process of creeping, crawling, walking, running, jumping.
The affective filter is like a child's teddy bear and or blanket.
My Acquired and Learned Language
As a child, my parents read to me. I learned a lot of language through interaction with others and in school. In an effort to increase my vocabulary, I consciously collect words and work at putting them in context. As a writer, I often read through the eyes of a writer looking at style, sentence structure, mood and tone. A lot of my learned language only occurred when I desired to grasp it and apply it.
My Monitor Hypothesis
My head often gets ahead of my hands. I have to reread emails, and papers multiple times and often have errors in my writing that I cannot even see! Although I monitor my language all the time, I have to use additional resources to assist me. Unless I go back a day later, I often cannot immediately pick up errors
My Input Hypothesis

I need a lot of visuals to grasp new knowledge and content. Whether I create the visuals in my mind or grab on to realia, I prefer to develop new language through visuals and practicing to use vocabulary in context. I like to challenge myself and push myself to the next level of I + 1. When I learn a new vocabulary word, I enjoy challenging myself to not only know the word, but have the ability to use it in context.
My Natural Order of Grammatical Development
I developed my oral language grammatical structure
in the natural order. However, my writing did not
develop until I read more and desired to learn certain
structures. I still am learning and correcting my
grammar in components such as subject verb
agreement rules.

I did not learn advanced grammatical structures until
I desired to grasp these structures and practice applying them.
Affective Filter
I know I learned the most grammar and language the year I had an English teacher who was kind and willing to scaffold all of us into the learning. She did not overwhelm me, but instead focused on one aspect of writing at a time. I learned more that year than any other. She facilitated my love for writing.
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