论文克拉申5个假设理论及应用.docx

1、论文克拉申5个假设理论及应用 Krashens Five Hypotheses and Its ApplicationsAbstract: In the field of Second Language Acquisition, researchers have put forward various theoretical models. Among these models, Stephen Krashen put forward the first Model of second language acquisition. That is the monitor model which

2、has a positive impact on application of teaching and learning. The model includes five hypotheses the Acquisition-learning Hypothesis, the Natural Order Hypothesis, the Monitor Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. This theory has been widely used in teaching and lea

3、rning.In addition,it has made a great contribution to teaching and learning. This essay will discuss Krashens Five Hypotheses and Its ApplicationsKey word: Acquisition-learning Hypothesis, Natural Order Hypothesis, Monitor Hypothesis, Input Hypothesis, Affective Filter Hypothesis.1. IntroductionIn t

4、he 1970s, there was a huge amount of linguistics who promoted the theory Creative Construction Hypothesis (创造性构造假设,没找到这个词的翻译,不知道这个对不对）to learn a second language according to input and inborn learning strategies, among which Monitor Theory of Krashens is the most popular and influencial. Moniter Theo

5、ry, as a term in second language acquisition, is also called the Five Hypothesis. It is a revised expanding version of the Monitor Model in 1970s. It is promoted by Krashen, born in 1941,Chicago, and aroused tremendous effects around the linguistics department in the 1980s, including the Acquisition

6、-learning Hypothesis, the Natural Order Hypothesis, the Moniter Hypothesis, Input Hypothesis, and the Affective Filter. It is systematically claimed in Krashens book Second Language Acquisition and Second Language Learning in 1985. However, how to apply Monitor Theory is always been a controversial

7、item. In this essay, we will discuss .(看你们后面找的是哪些人物对该理论的运用)In the late 1970 s, American linguist Krashenput forward the first Model of second language acquisition. That is the monitor model。The model includes five hypotheses the learning hypothesis, the natural order hypothesis, the monitor hypothes

8、is, input hypothesis and the affective filter. The monitor modelhas a great influence in the north of American and many other countries. It occupies a very important position in the research of second language acquisition. At the beginning of the 20th century, the model was introduced to our country

9、 and brought many inspirations for the foreign language teaching of our country, helping us to teach better in the process of the foreign language teaching.Stephen Krashenis aprofessor emeritus at theUniversity of Southern California, who moved from the linguisticsdepartment to the faculty of the Sc

10、hool of Education in 1994. He is a linguist, educational researcher, and activist. Dr. Krashen has published more than 350 papers and books, contributing to the fields of second-language acquisition,second-language acquisition, bilingual education, and reading.He is credited with introducing various

11、 influential concepts and terms in the study of second-language acquisition, including theacquisition-learning hypothesis, the input hypothesis, themonitor hypothesis, theaffective filter hypothesis, and thenatural order hypothesis.Most recently, Krashen promotes the use offree voluntary reading dur

12、ing second-language acquisition, which he says is the most powerful tool we have in language education, first and second.Western theory of second language acquisition research began in the 1960s. Second language acquisition researchers based on a large number of empirical research, puts forward the

13、theory of monitoring, the universal grammar model competition, thinking adaptive control theory, signal theory, the information processing model, cultural adaptation theory, multi-dimensional development theory, discourse patterns and mutation capability patterns and so on the many kinds of second l

14、anguage acquisition theory. These theoretical model from the perspective of different, each have advantages, also have flaws. Only on the theory model for comparative analysis, pursuit, to accurately describe the second language acquisition process and mechanism, fully understanding and grasping the

15、 essence of the second language acquisition. In all kinds of theoretical model, Krashen Monitoring theory is most affected. The five hypotheses have developed.2. The theory of the five hypotheses2.1 The Acquisition-Learning hypothesisThe Acquisition-Learning hypothesis claims that there are two dist

16、inctive ways of developing competence in a second or foreign language. Acquisition is the “natural” way, paralleling first language development in children. Acquisition refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language

17、and through using language for meaningful communication. Learning, by contrast, refers to a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge. Formal teaching is necessary for “l

18、earning” to occur, and correction of errors helps with the development of learned rules. Learning, according to the theory, cannot lead to acquisition 1The Acquisition-Learning hypothesis is what Krashen considers to be perhaps the most fundamental of all hypotheses. In his view, we acquire as we ar

19、e exposed to samples of the second language which we understand. This happened in much the same way that children pick up their first language - with no conscious attention to language form. We learn, on the other hand, through a conscious process of study and attention to form and rule learning. A

20、table from Mitchell&Myles(1998) neatly summarizes the major characteristics of acquisition and learning.AcquisitionLearningSimilar to childs first language acquisitionFormal knowledge of language“Picking up” a language“knowing about” a languageSubconsciousConsciousImplicit knowledgeExplicit knowledg

21、eCentralPeripheralFormal teaching does not helpFormal teaching does help2. The Natural Order HypothesisAccording to the Natural Order Hypothesis, the acquisition of grammatical structures proceeds in a predictable order. Reasearch is said to have shown that certain grammatical structures or morpheme

22、s are acquired before others in first language acquisition of English, and a similar natural order is found in second language acquisition. Errors are signs of naturalistic developmental processes, and during acquisition (but not during learning), similar developmental errors occur in learners no ma

23、tter what their native language is. 1,182The natural order hypothesis of Krashen as one of the five important hypotheses monitoring theory, like the other four hypotheses, is an important part of control theory, they contact each other, the common interpretation of the mechanism of second language a

24、cquisition, leaving the natural order hypothesis, monitor theory could not exist. In the face of some scholars hold doubts on the current situation, the natural order hypothesis, the author believes that the empirical academic research in the first language learner morpheme acquisition order and sec

25、ond language learners morpheme acquisition order. For the natural order hypothesis of Krashen provides strong with evidence, prove the existence of a common foreseeable natural acquisition order in the process of language acquisition, language teaching should follow the natural order, providing conv

26、enience for the better learners of second language acquisition. 22.3The Monitor Hypothesis The monitor hypothesis is also called the Monitor Model of Second Language Development. Krashen thinks there are two language systems in humans mind. They are conscious monitor system and subconscious monitor

27、system. The monitor system is considered as a conscious grammar. When the monitor system takes effect, it will have the function of edit and control, which makes the language users edit language consciously. Krashen,2003:6 The monitor hypothesis attempts to bridge the schism between language learnin

28、g and language acquisition by illustrating the relationship between them and it parallels how children naturally acquire their first language. Obviously, children learn how to speak years before they ever attend school and this is where they will then learn about the language, i.e., acquisition prec

29、edes learning. As the child learns about the form and rules of the language over time, he or she then begins to self-monitor speech productions that are checked against this knowledge base of rules and form. That is, even native speakers will occasionally make a grammatical error or produce a slip o

30、f the tongue in speech now and then but, if they are aware of the proper form or rule, they will usually catch the error and correct themselves immediately afterwards. This would be evidence of the Monitor. However, a considerable fear of making a mistake or the absence of proper language acquisitio

31、n to begin with can result in what Krashen refers to as a type one performer, that is, someone who overuses the Monitor. This results in speech production that is unnatural and far too controlled or measured. Chinese EFL students are notorious type one performers and, as will be discussed in the nex

32、t unit, your greatest and most difficult task as a foreign English teacher will be to get them to relax and not worry so much about making a mistake in front of you or their peers, i.e., you will need to temporarily neutralize or suspend their fear of losing face. 2.4 Input Hypothesis KrashensKrashen,2003:9 Input Hypothesis (originally referred to as the Monitor Model) consists of five correlates or sub-hypotheses and would be broadly classified as an interactional or environmental model. He thinks this hypothesis is the center part of the five hypotheses. The