论文克拉申5个假设理论及应用.docx

论文克拉申5个假设理论及应用.docx

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论文克拉申5个假设理论及应用

Krashen’sFiveHypothesesandItsApplications

Abstract:

InthefieldofSecondLanguageAcquisition,researchershaveputforwardvarioustheoreticalmodels.Amongthesemodels,StephenKrashenputforwardthefirstModelofsecondlanguageacquisition.Thatisthemonitormodelwhichhasapositiveimpactonapplicationofteachingandlearning.Themodelincludesfivehypotheses—theAcquisition-learningHypothesis,theNaturalOrderHypothesis,theMonitorHypothesis,theInputHypothesis,andtheAffectiveFilterHypothesis.Thistheoryhasbeenwidelyusedinteachingandlearning.Inaddition,ithasmadeagreatcontributiontoteachingandlearning.ThisessaywilldiscussKrashen’sFiveHypothesesandItsApplications

Keyword:

Acquisition-learningHypothesis,NaturalOrderHypothesis,MonitorHypothesis,InputHypothesis,AffectiveFilterHypothesis.

1.Introduction

Inthe1970s,therewasahugeamountoflinguisticswhopromotedthetheoryCreativeConstructionHypothesis（创造性构造假设,没找到这个词的翻译,不知道这个对不对）tolearnasecondlanguageaccordingtoinputandinbornlearningstrategies,amongwhichMonitorTheoryofKrashen’sisthemostpopularandinfluencial.

MoniterTheory,asaterminsecondlanguageacquisition,isalsocalledtheFiveHypothesis.ItisarevisedexpandingversionoftheMonitorModelin1970s.ItispromotedbyKrashen,bornin1941,Chicago,andarousedtremendouseffectsaroundthelinguisticsdepartmentinthe1980s,includingtheAcquisition-learningHypothesis,theNaturalOrderHypothesis,theMoniterHypothesis,InputHypothesis,andtheAffectiveFilter.ItissystematicallyclaimedinKrashen’sbookSecondLanguageAcquisitionandSecondLanguageLearningin1985.

However,howtoapplyMonitorTheoryisalwaysbeenacontroversialitem.Inthisessay,wewilldiscuss.........（看你们后面找的是哪些人物对该理论的运用）

Inthelate1970s,AmericanlinguistKrashen putforwardthefirstModelofsecondlanguageacquisition.Thatisthemonitormodel。

Themodelincludesfivehypotheses—thelearninghypothesis,thenaturalorderhypothesis,themonitorhypothesis,inputhypothesisandtheaffectivefilter.Themonitormodel hasagreatinfluenceinthenorthofAmericanandmanyothercountries.Itoccupiesaveryimportantpositionintheresearchofsecondlanguageacquisition.Atthebeginningofthe20thcentury,themodelwasintroducedtoourcountryandbroughtmanyinspirationsfortheforeignlanguageteachingofourcountry,helpingustoteachbetterintheprocessoftheforeignlanguageteaching.

StephenKrashen isa professoremeritusatthe UniversityofSouthernCalifornia,whomovedfromthelinguistics departmenttothefacultyoftheSchoolofEducationin1994.Heisalinguist,educationalresearcher,andactivist.Dr.Krashenhaspublishedmorethan350papersandbooks,contributingtothefieldsofsecond-languageacquisition, second-languageacquisition,bilingualeducation,andreading. Heiscreditedwithintroducingvariousinfluentialconceptsandtermsinthestudyofsecond-languageacquisition,includingthe acquisition-learninghypothesis,theinputhypothesis,the monitorhypothesis,the affectivefilterhypothesis,andthe naturalorderhypothesis. Mostrecently,Krashenpromotestheuseof freevoluntaryreadingduringsecond-languageacquisition,whichhesays"isthemostpowerfultoolwehaveinlanguageeducation,firstandsecond."

Westerntheoryofsecondlanguageacquisitionresearchbeganinthe1960s.Secondlanguageacquisitionresearchersbasedonalargenumberofempiricalresearch,putsforwardthetheoryofmonitoring,theuniversalgrammarmodelcompetition,thinkingadaptivecontroltheory,signaltheory,theinformationprocessingmodel,culturaladaptationtheory,multi-dimensionaldevelopmenttheory,discoursepatternsandmutationcapabilitypatternsandsoonthemanykindsofsecondlanguageacquisitiontheory.Thesetheoreticalmodelfromtheperspectiveofdifferent,eachhaveadvantages,alsohaveflaws.Onlyonthetheorymodelforcomparativeanalysis,pursuit,toaccuratelydescribethesecondlanguageacquisitionprocessandmechanism,fullyunderstandingandgraspingtheessenceofthesecondlanguageacquisition.Inallkindsoftheoreticalmodel,KrashenMonitoringtheoryismostaffected.Thefivehypotheseshavedeveloped.

2.Thetheoryofthefivehypotheses

2.1TheAcquisition-Learninghypothesis

TheAcquisition-Learninghypothesisclaimsthattherearetwodistinctivewaysofdevelopingcompetenceinasecondorforeignlanguage.Acquisitionisthe“natural”way,parallelingfirstlanguagedevelopmentinchildren.Acquisitionreferstoanunconsciousprocessthatinvolvesthenaturalisticdevelopmentoflanguageproficiencythroughunderstandinglanguageandthroughusinglanguageformeaningfulcommunication.Learning,bycontrast,referstoaprocessinwhichconsciousrulesaboutalanguagearedeveloped.Itresultsinexplicitknowledgeabouttheformsofalanguageandtheabilitytoverbalizethisknowledge.Formalteachingisnecessaryfor“learning”tooccur,andcorrectionoferrorshelpswiththedevelopmentoflearnedrules.Learning,accordingtothetheory,cannotleadtoacquisition[1]

TheAcquisition-LearninghypothesisiswhatKrashenconsiderstobeperhapsthemostfundamentalofallhypotheses.Inhisview,weacquireasweareexposedtosamplesofthesecondlanguagewhichweunderstand.Thishappenedinmuchthesamewaythatchildrenpickuptheirfirstlanguage-withnoconsciousattentiontolanguageform.Welearn,ontheotherhand,throughaconsciousprocessofstudyandattentiontoformandrulelearning.AtablefromMitchell&Myles（1998）neatlysummarizesthemajorcharacteristicsofacquisitionandlearning.

Acquisition

Learning

Similartochild’sfirstlanguageacquisition

Formalknowledgeoflanguage

“Pickingup”alanguage

“knowingabout”alanguage

Subconscious

Conscious

Implicitknowledge

Explicitknowledge

Central

Peripheral

Formalteachingdoesnothelp

Formalteachingdoeshelp

2.TheNaturalOrderHypothesis

AccordingtotheNaturalOrderHypothesis,theacquisitionofgrammaticalstructuresproceedsinapredictableorder.ReasearchissaidtohaveshownthatcertaingrammaticalstructuresormorphemesareacquiredbeforeothersinfirstlanguageacquisitionofEnglish,andasimilarnaturalorderisfoundinsecondlanguageacquisition.Errorsaresignsofnaturalisticdevelopmentalprocesses,andduringacquisition（butnotduringlearning）,similardevelopmentalerrorsoccurinlearnersnomatterwhattheirnativelanguageis.[1,182]

ThenaturalorderhypothesisofKrashenasoneofthefiveimportanthypothesesmonitoringtheory,liketheotherfourhypotheses,isanimportantpartofcontroltheory,theycontacteachother,thecommoninterpretationofthemechanismofsecondlanguageacquisition,leavingthenaturalorderhypothesis,monitortheorycouldnotexist.Inthefaceofsomescholarsholddoubtsonthecurrentsituation,thenaturalorderhypothesis,theauthorbelievesthattheempiricalacademicresearchinthefirstlanguagelearnermorphemeacquisitionorderandsecondlanguagelearners’morphemeacquisitionorder.ForthenaturalorderhypothesisofKrashenprovidesstrongwithevidence,provetheexistenceofacommonforeseeablenaturalacquisitionorderintheprocessoflanguageacquisition,languageteachingshouldfollowthenaturalorder,providingconvenienceforthebetterlearnersofsecondlanguageacquisition.[2]

2.3TheMonitorHypothesis

ThemonitorhypothesisisalsocalledtheMonitorModelofSecondLanguageDevelopment.Krashenthinkstherearetwolanguagesystemsinhuman’smind.Theyareconsciousmonitorsystemandsubconsciousmonitorsystem.Themonitorsystemisconsideredasaconsciousgrammar.Whenthemonitorsystemtakeseffect,itwillhavethefunctionofeditandcontrol,whichmakesthelanguageuserseditlanguageconsciously.[Krashen,2003:

6]Themonitorhypothesisattemptstobridgetheschismbetweenlanguagelearningandlanguageacquisitionbyillustratingtherelationshipbetweenthemanditparallelshowchildrennaturallyacquiretheirfirstlanguage.Obviously,childrenlearnhowtospeakyearsbeforetheyeverattendschoolandthisiswheretheywillthenlearnaboutthelanguage,i.e.,acquisitionprecedeslearning.

Asthechildlearnsabouttheformandrulesofthelanguageovertime,heorshethenbeginstoself-monitorspeechproductionsthatarecheckedagainstthis"knowledgebase"ofrulesandform.Thatis,evennativespeakerswilloccasionallymakeagrammaticalerrororproducea"slipofthetongue"inspeechnowandthenbut,iftheyareawareoftheproperformorrule,theywillusuallycatchtheerrorandcorrectthemselvesimmediatelyafterwards.ThiswouldbeevidenceoftheMonitor.

However,aconsiderablefearofmakingamistakeortheabsenceofproperlanguageacquisitiontobeginwithcanresultinwhatKrashenreferstoasa"typeoneperformer,"thatis,someonewhooverusestheMonitor.Thisresultsinspeechproductionthatisunnaturalandfartoocontrolledormeasured.ChineseEFLstudentsarenotorious"typeoneperformers"and,aswillbediscussedinthenextunit,yourgreatestandmostdifficulttaskasaforeignEnglishteacherwillbetogetthemtorelaxandnotworrysomuchaboutmakingamistakeinfrontofyouortheirpeers,i.e.,youwillneedtotemporarilyneutralizeorsuspendtheirfearoflosingface.

2.4InputHypothesis

Krashen's[Krashen,2003:

9]InputHypothesis（originallyreferredtoastheMonitorModel）consistsoffivecorrelatesorsub-hypothesesandwouldbebroadlyclassifiedasaninteractionalorenvironmentalmodel.Hethinks"thishypothesisisthecenterpartofthefivehypotheses".The