Krashen的输入理论

1、Acquisition: some theoriesMade by WandyStephen KrashenWhen do you know about Krashen?Krashens Input Theories The principal tenets of the theory, i.e. an amalgam of five hypotheses. 1, The acquisition/learning hypothesis 2, The natural order hypothesis 3, The monitor hypothesis 4, The input hypothesi

2、s 5, The affective filter hypothesis1, The acquisition-learning hypothesis Acquisitionu Unconscious process, picking up knowledge or skillsu Through understanding language and using languageu Produce practical competenceu Effects are lastingLearningu Conscious processu Formal teaching is necessary,

3、u Produce mental-knowledgeu Information is easily lost if dont follow up with execises.学习学习（learning） 指学习者有意识地接受某种语言的正规教学，以获得所学语言的语言知识、指学习者有意识地接受某种语言的正规教学，以获得所学语言的语言知识、语言技能和言语交际技能，从而能够掌握并运用这种语言的活动。语言技能和言语交际技能，从而能够掌握并运用这种语言的活动。习得（习得（acquisition） 指在自然状态下从周围环境中学习获得某种能力。人的许多能力都是自然习指在自然状态下从周围环境中学习获得某种能力。

4、人的许多能力都是自然习得的。得的。 “语言习得语言习得”就是指在自然的语言环境中，通过旨在沟通意义的言语交际活就是指在自然的语言环境中，通过旨在沟通意义的言语交际活动，不知不觉（潜意识）地获得一种语言。动，不知不觉（潜意识）地获得一种语言。 儿童习得第一语言是语言习得的典型例子儿童习得第一语言是语言习得的典型例子。2, The natural order hypothesis The acquisition of grammatical structures proceeds in a predictable order. Certain grammatical structures or m

5、orphems are acquired before others in first language acquisition of English, and a similar natural order is found in second language acquisition.ING (progressive)PLURALCOPULA (“to be”)AUXILIARYARTICLEIRREGULAR PASTTHIRD PERSON SINGULAR (-s)POSSESSIVE (-s)The order for L2 learners (Krashen, 1977)3, T

6、he monitor hypothesis 1, The mordification of speech patterns, particularly in situations where there is form-focus, is known as monitoring. 2, Conscious learning can function only as a monitor or editor and play a restricted role in monitoring production, inspecting and sometimes altering output ge

7、nerated by the acquired system. Krashens own illustration of his monitor hypothesis. (a creative construction process)acquisitionoutputLearning (the monitor)监控假设图示监控假设图示Acquired knowledgeoutputLearnt knowledgemonitoringuIn more formal situations, we may put on an accentor be particularly careful abo

8、ut our grammar and choice of words in some occasions where we feel on show. Learning plays its role in monitoring our production.uIn informal situations, the more standard way of speaking may involuntarily disappear. The learning fails to monitor our production.Three conditions limit the successful

9、use of the monitor 1, Time. There must be sufficient time for a learner to choose and apply a learned rule. 2, Focus on form. The language user must be focused on correctness or on the form of output. 3, Knowledge of rules. The performers must know the rules. Box 6.2 is about New York pronunciation

10、of the post-vocalic r Firstly, we should know that pronouncing r is considered prestigious, and leaving it out may be thought to be slovenlyin some places. One such place is the New York area in the united States. the diagram shows that: 1, all speakers, whatever their social group, use the post-voc

11、alic r more in situations where there is more form-focus. 2, social classes differ in their behaviors. In general, higherclasses pronounce the post-vocalic r more than lowerones. 3, it exists an interesting exception in the lower middle class. We call it social pretension. 4, the phenomenon of modif

12、ying language according to situation is too intricate and sensitive.5, The affective filter hypothesis Box 6.5 is taken from Krashen and TerellinputfilterLADAcquired competenceThe affective filter hypothesisinputfilterLADAcquired competencePostive feelingsThree kinds of affective variables related t

13、o SLA 1, Motivation. Learners with high motivation generally do better. 2, Self-confidence. Learners with self- confidence and a good self-image tend to be more successful. 3, Anxiety. Low personal anxiety and low classroom anxiety are more conductive to second language acquisition.the implication to our English learning and teaching 1, Analyze students