Cami Ponton
Professor Karen Auten
Methods Class
10/1/14
Krashen’s Language Acquisition Theory
This article focuses on the SLA theory or second language acquisition theory and
Krashen’s five hypotheses. It suggests that SLA theory is believed to be the best teaching model for teaching and learning a foreign language. The article focuses on Saudi classrooms and suggests that these students are falling behind in the English language learning process due to the lack of implementation of SLA.
According to Krashen, students can develop a second language via acquisition or learning. Acquiring a language is similar to the natural process by which children learn their first language. When acquiring language, a subconscious process takes place and the language is internalized. The learner does not focus on the grammatical aspect of language, but rather on the semantics. On the other hand, the learning process is a conscious activity and the learner is deciphering the structure of the language.
One thing that Krashen emphasizes is the interaction process of the SLA.
Krashen’s five hypotheses are:
1.)The Acquisition-Learning Hypothesis
2.)The Monitor Hypothesis
3.)The Natural Order Hypothesis
4.) The Input Hypothesis
5.)The Affective Filer Hypothesis

The acquisition-learning hypothesis simply explains the learning vs. acquisition.
The Monitor hypothesis establishes the relationship between the two. The Natural Order
Hypothesis explains that there is a natural order of grammatical structures acquisition by children and adults alike and this order may vary. The Input Hypothesis explains that the learner must understand the second language beyond his level of competence. Finally the
Affective Filter Hypothesis explains that other variables affect the process. These are stimulus, self-reliance, and anxiety therefore in order to learn a second language, there needs to be communication, feedback and low anxiety levels which are created by a good learning environment.
This article relied heavily on Krashen’s theories, which are sometimes a bit difficult to understand. I really like the emphasis that Krashen puts on making a clear distinction between language learning and language acquisition. I like most of his hypothesis, yet I find some complicacies with some of them. For instance, with
Krashen’s Natural Order Hypotheis he suggests that grammatical sequencing should not be applied if the target is language acquisition. However, I find this a bit difficult to understand. A syllabus should be developed based on the learner’s needs and it may be necessary for the learner to have a grammatical sequence to follow. I think Krahsen makes valid points when he suggests that maximum learning occurs at low anxiety levels and therefore the teacher is responsible for setting that low-anxiety environment for learning. Acquisition of a second language also emphasizes the importance of communication in real life situations and the constant social activities, which are key to foreign language learning. In order to incorporate Krashen’s theories a good a mount of

visual aids and material along with realia games and songs would be something I incorporate into my teaching.
Works Cited
Gulzar, Malik Ajmal, Fahmeeda Gulnaz, and Attiya Ijaz. "Utility of Krashen's Five
Hypotheses in the Saudi Context of Foreign Language Acquisition/Learning." English
Language Teaching 7.8 (2014): 134-8. ProQuest. Web. 26 Sep. 2014.