Krashen

Steven Krashen created the Theory of Comprehensible Input, which does just that, gives ideas to make input comprehensible! - It basically explains that input should be given in a way that is understandable **to students**. It is the teacher's active role to adapt information so that it is comprehensible to his/her students.

The **Acquisition-Learning** distinction is the most fundamental of all the hypotheses in Krashen's theory. According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or '**acquisition**' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. The 'learned system' or '**learning**' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'. [|__http://www.sk.com.br/sk-krash.html__]
 * Monitor** is the practical result of the learned grammar. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.
 * Natural Order** is that some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners' age, L1 background, conditions of exposure, and although the agreement between individual acquirers was not always 100% in the studies, there were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition.
 * Input** the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. This stage is simply acquistion, not learning.
 * Affective Filter** view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition


 * The Role of Grammar in Krashen's View **

“According to Krashen, the study of the structure of the language can have general education advantages and values that high schools and colleges may want to include in their language programs. It should be clear, however, that examining irregularity, formulating rules and teaching complex facts about the target language is not language teaching, but rather is "language appreciation" or linguistics”. The only times in which the teaching of grammar can conclude in language proficiency and acquisition is when the students are actually interested in the subject and __the target language is used__ as a “medium” of instruction. Frequently, when this occurs, both students and teachers are convinced that the study of formal grammar is necessary for second language acquisition, and the teacher is competent enough to present explanations in the target language so that the students will completely understand. “In other words, the teacher talk meets the requirements for comprehensible input and perhaps with the students' participation the classroom becomes an environment suitable for acquisition”. Also, the filter is low in reference to the language of explanation, as the students' conscious efforts are usually on the subject matter, on //what// is being talked about, and not the medium itself. “This is a subtle point. In effect, both teachers and students are deceiving themselves”. They believe that it is the subject matter itself, and the study of grammar, that is responsible for the students' progress and improvements, but in reality their progress is coming from the medium and not the message itself. “Any subject matter that held their interest would do just as well”.

http://www.sk.com.br/sk-krash.html

Tracy Terrell worked with Krashen to create the **nuts-and-bolts practical applications** of the natural approach. He borrowed widely from many methods, adapting them to meet the requirements of **natural approach theory**. //“What characterizes the Natural Approach is the use of familiar techniques within the framework of a method that focuses on providing comprehensible input and a classroom environment that uses comprehension of input, minimizes learner anxiety, and maximizes learner self-confidence.”//
 * Putting Krashen’s Ideas to Use **

He held **students** to a __high level of accountability__. They must be __clear about their goals__, take __active roles__ in ensuring that input is comprehensible, __make decisions__ about when to start producing speech, and even __contribute to choices__ about the amount of time to be spent on grammar, for example. The **teacher** is __a central figure__ in the natural approach classroom, however – the primary source of comprehensible input, and responsible for creating a __friendly and encouraging class atmosphere__. Also, of course, the teacher must find and introduce a __rich mix of classroom activities__ to make the approach work.

The focus is always on __introducing a little more English usage__ to what the students already have – i + 1, in Krashen’s formulation, – and to do so in a __warm and receptive classroom__. The method makes wide use of realia, __props and visuals__ (typically magazine pictures) to introduce new vocabulary and practice comprehensible input.

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