This document summarizes Stephen Krashen's theory of second language acquisition, which includes five main hypotheses: 1) The Acquisition-Learning Hypothesis, which distinguishes between acquired and learned systems; 2) The Natural Order Hypothesis, which claims grammar is acquired in a predictable order; 3) The Monitor Hypothesis, which describes the role of monitoring; 4) The Input Hypothesis, which states language is acquired by understanding messages; 5) The Affective Filter Hypothesis, which claims factors like anxiety and motivation can impede or facilitate acquisition. The document also discusses factors like language teaching, exposure, age, and acculturation that influence second language acquisition.

1. UNIVERSIDAD TECNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
“LANGUAGE TEACHING AND STRATEGIES”
CHAPTER II
PRESENTATION:
SECOND LANGUAGE ACQUISITION THEORY
• NAME: Viviana Manobanda
• COURSE: 6th semester

2. WHAT IS A SLA THEORY?
• “Second language acquisition is the scholarly field of
inquiry that investigates the human capacity to learn
languages other than the first, during late childhood,
adolescence or adulthood, and once the first language or
languages have been acquired” (Ortega, 2009) .

3. SOME IMPORTANT TERMS
Explicit learning involves
conscious awareness and
intention
Implicit learning - without
attention and awareness
Input – the process of
comprehending language
Output - production
Frequency – the number of times
a specific word, structure, or
other L element draws the
attention of a learner

4. A) FIVE HYPOTHESES ON SECOND LANGUAGE
ACQUISITION
1. THE ACQUISITION LEARNING HYPOTHESIS
2. THE NATURAL ORDER HYPOTHESIS
3. THE MONITOR HYPOTHESIS
4. THE INPUT HYPOTHESIS
5. THE AFFECTIVE FILTER HYPOTHESIS

5. 1
Krashen´s Theory of 2nd Language
Acquisition.
The Acquisition – learning hypothesis.
This hypothesis says
that
There are two independent systems
The learned systemThe acquired
system
is
The product of formal
instruction and a conscious
process.
is
The product of a conscious
process.
Krashen says that “learning” is less important then acquisition.

6. THE ACQUISITION-LEARNING HYPOTHESIS
• ACQUISITION = SUBCONSCIOUSLY PICKING UP
• LEARNING = CONSCIOUS
• ERROR CORRECTION
• EXPLICIT INSTRUCTION
• CHILDREN ACQUIRE LANGUAGE BETTER THAN ADULTS.

7. Krashen´s Theory of 2nd Language
Acquisition.
The natural order hypothesis.
• Grammar structures are acquired in a predictable
order.
• L2 learning order is different from L1 order.
• L2 learning adults and children show similar order.

8. "AVERAGE" ORDER OF ACQUISITION OF GRAMMATICAL
MORPHEMES FOR ENGLISH AS A SECOND LANGUAGE
(CHILDREN AND ADULTS)
8

9. Krashen´s Theory of 2nd Language
Acquisition.
The Monitor hypothesis.
Everyone has a monitor that tells them when something is
good or bad. It requires these conditions: time, knowledge
and focus on form.
MONITOR
Conditions
(you need…)
TIME KNOWLEDGE
FOCUS
ON
FORM
Have time to think. Know the rules (not
have forgotten it).
Feel a need to use
the correct form.

10. THE MONITOR
HYPOTHESIS
THREE SPECIFIC CONDITIONS:
 TIME
 FOCUS ON FORM
 KNOW THE RULE
(KRASHEN, 1982) 10

11. Krashen´s Theory of 2nd Language
Acquisition.The Monitor hypothesis.
TYPES OF LEARNERS THAT USE THE MONITOR.
OPTIMAL MONITOR USER Uses the monitor appropriately.
UNDER MONITOR USER Does not care about correcting.
OVER MONITOR USER Uses the monitor all the time.

12. THE MONITOR HYPOTHESIS
APPLICATIONS TO TEACHING
Produce ‘optimal monitor users’
 Easy rules to remember and apply
 Communicative competency
)
12

14. Krashen´s Theory of 2nd Language
Acquisition.
The input hypothesis.
People acquire a language by receiving camprehensible
input.This input should be slighly ahead of a learner´s current
state of knowledge( i + 1 ).
+ INPUT
1
i

16. 16

17. Krashen´s Theory of 2nd Language
Acquisition.
The Affective Filter hypothesis.
When the learner is experiencing high anxiaty, low-steem or
low motivation, the filter turns on and causes the learner to block
out input.
INPUT INPUT
MOTIVATION
SELF - STEEM
ANXIATY
FILTER
HIGH
FILTER
LOW
MOTIVATION
SELF - STEEM
ANXIATY

18. THE AFFECTIVE FILTER HYPOTHESIS
Represents the quality of Krashen's view that a number
of 'affective variables' play a facilitative role in (SLA).
These variables include:
• MOTIVATION
• SELF-CONFIDENCE
• ANXIETY
• LOWER AFFECTIVE FILTER WILL GO FURTHER
 Krashen claims that learners with high motivation, self-
confidence, a good self-image, and a low level of anxiety are
better provided for success in sla.

19. FILTER LAD
(Language Acquisition Device)
ACQUIRED
COMPETENCE
The operation of the “Affective Filter”, Krashen, 1982
Up
INPUT
THE INPUT IS
BLOCKED
NOTE:
LAD is an instinctive mental capacity (innate facility for acquiring language),
which enables a human to acquire and produce language.

20. INTERRELATED KEY POINTS OF THE
HYPOTHESES
Combined model of acquisition and production
20

21. B. THE CAUSATIVE VARIABLE IN SECOND
LANGUAGE ACQUISITION
• COMPREHENSIBLE INPUT (CAUSATIVE)
• STRENGTH OF THE FILTER (CAUSATIVE)
• LANGUAGE TEACHING
• EXPOSURE VARIABLE
• AGE
• ACCULTURATION

22. 1. THE CAUSATIVE VARIABLES
•Comprehensible input & Strength of the
filter“People acquire second languages when they obtain
comprehensible input and when their affective filters are low
enough to allow the input into the language acquisition
device;" this is learning taking place.

23. 2.- LANGUAGE TEACHING: DOES IT HELP?
• The more we know about language and language
learning, the more informed decisions we make about
language teaching.

24. 3.- EXPOSURE VARIABLE
 THERE IS NO VARIATION IN THE ACQUISITION PROCESS ITSELF, BUT
THERE IS IN:
1. The rate and the extent acquisition as a result of the amount of
comprehensible input received, and the strength of the affective filter.
2. Performance, brought about by the extent of the learner’s
reliance on ‘learnt’ knowledge.
3 TYPES OF MONITOR USERS:
1. Over-users
2. Under-users
3. Optimal users (i.e. those who apply conscious knowledge when it
is appropriate.

25. 4.- AGE
 Affects the amount of comprehensible input that is obtained
 Influences the affective state of the learner
 After puberty the affective filter is likely to increase in strength.
 Younger learners may get more than older learners.
 Age also affects ‘learning’; older learners are better in studying
language form and using ‘learnt’ knowledge in monitoring.

26. 5.- ACCULTURATION MODEL (J. Schumann)
• SLA is one aspect of
acculturation.
• The degree of
acculturation will control
the degree of SLA.
-Social distance
• Factors which interact
between the native and
target groups.
-Psychological
distance

27. Schumann’s Acculturation Model
A
c
c
u
l
t
u
r
a
t
i
o
n
CulturalCongruenceIntegrationPattern
Enclosure
Cohesiveness
Size
SocialDominance
Attitude
IntendedLength of
Residence
SOCIAL FACTORS

28. IN CONCLUSION
THE LEARNER/THE TEACHER
The learner needs:
• Expectations of success;
• The confidence to take risks and make mistakes;
• A willingness to share and engage;
• The confidence to ask for help; and
• An acceptance of the need to readjust.
The teacher needs:
• Respect for and interest in the learner’s language, culture, thought
and intentions;
• The ability to recognize growth points, strengths and potential;
• The appreciation that mistakes are necessary to learning;
• The confidence to maintain breadth, richness and variety, and to
match these to the learner’s interests and direction;
• To stimulate and challenge; and
• A sensitive awareness of when to intervene and when to leave alone.

29. REFERENCES
• KRASHEN, STEPHEN D. PRINCIPLES AND PRACTICE IN
SECOND LANGUAGE ACQUISITION. NEW YORK, NY:
PRENTICE HALL, 1987.