Linguistics #2 - Stephen Krashen´s 5 Hypotheses of L2 Acquisition

In the prior article on linguistics, we looked at the prevalent theories in L1 acquisition. This was designed to inform our discussion of 2nd language (L2) acquisition. For our course, this realm of linguistics is quite applicable and we will spend more time exploring this, allowing our exploration to go a little deeper and a little broader over the course of a few weeks. We are going to begin with a look at one of the most influential linguists on L2 acquisition: Stephen Krashen. Since the 1980's, Krashen has dedicated much time and effort to the cause of trying to decipher what it is that allows us to learn a 2nd language (or, on the flip side, prevents us from it). His research and theories have informed much in the world of 2nd language education and was pivotal in transforming the world language classroom from a "memorize & drill" type of learning into a classroom where students are striving to engage with the teacher in a more meaningful manner, receiving what Krashen called "comprehensible input". This is at the heart and soul of Krashen's beliefs on L2 acquisition. It is not by coincidence that Krashen's theories became popular around the same time as the rise of Chomskyan Nativist Theory of L1 acquisition. Krashen developed 5 distinct hypotheses of L2 acquisition, much of which hinge on a belief in the innateness of language and language acquisition. Much of his theories revolve on the idea of Chomsky's language acquisition device (LAD) and reactivating that for a 2nd language. Krashen's 5 Hypotheses are:

1. The Acquisition-Learning Hypothesis
2. The Monitor Hypothesis
3. The Input Hypothesis
4. The Affective Filter Hypothesis
5. The Natural Order Hypothesis

For a detailed look at these hypotheses and what they imply for L2 Acquisition, please watch the following brief (as brief and interesting as I could find) lecture on the 5 hypotheses.

As was noted in the video, there are some possible flaws with this system and, while these hypotheses have informed much in the world of L2 acquisition (and, by default, world language education), there are some more recent ideas and theories that have criticized and tweaked some of these ideas. We will look at some of these in the future. Some of this will correspond to some of the changes in thought within the field of L1 acquisition as well. If you analyze the system through which you've been learning Spanish, you will see elements of Krashen's hypotheses embedded into the instruction, albeit not everything as he is a proponent of very little grammar instruction.

With that said, I would like for you to address 4 of the 6 questions below in a well-thought response. 

1. Consider Krashen's Input Hypothesis. What is one thing that you would agree with Krashen in regards to comprehensible input? What would be one thing you would criticize or wonder about?
2. Krashen's Monitor Hypothesis postulates that there is little use for specific grammar knowledge except that it can be useful, at times, as a "monitor" for our speech and writing. This, he theorizes, is only useful in very select situations. Based on your experience learning language, how true do you find this to be?
3. According to Krashen, there is a natural order to language acquisition, yet it isn't always as straightforward as simple concepts to complex concepts. What are your thoughts on this? What do you still wonder about?
4. The Acquisition-Learning Hypothesis suggests that language learning and language acquisition are 2 different things. In your experience, do you view them as separate, the same, some mix? Explain your thoughts.
5. What role do you think the Affective Filter Hypothesis plays in language acquisition, based on your observations and experiences?
6. Evaluate your experience in Spanish program at CCHS. In what ways do you see Krashen's hypotheses embedded in the program? In what ways has the Spanish program not followed Krashen? Thoughts on why this might've  been the case?