A Summary of Stephen Krashen's "Principles and Practice in SecondLanguage Acquisition"
By Reid WilsonFirst appeared:
#9 and 10Bibliographic information:Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition. EnglishLanguage Teaching series. London: Prentice-Hall International (UK) Ltd. 202 pages.Quote that captures the essense of the book:"What theory implies, quite simply, is that language acquisition, first or second, occurs whencomprehension of real messages occurs, and when the acquirer is not 'on the defensive'...Language acquisition does not require extensive use of conscious grammatical rules, anddoes not require tedious drill. It does not occur overnight, however. Real language acquisitiondevelops slowly, and speaking skills emerge significantly later than listening skills, evenwhen conditions are perfect. The best methods are therefore those that supply'comprehensible input' in low anxiety situations, containing messages that students reallywant to hear. These methods do not force early production in the second language, but allowstudents to produce when they are 'ready', recognizing that improvement comes fromsupplying communicative and comprehensible input, and not from forcing and correcting production." (6-7)Summary of Part I. Introduction: The Relationship of Theory to PracticeIn deciding how to develop language teaching methods and materials, one can take threeapproaches: make use of second language acquisition theory, make use of applied linguisticsresearch, and make use of ideas and intuition from experience. These approaches should infact support each other and lead to common conclusions. This book incorporates all threeapproaches, with a hope of reintroducing theory to language teachers. While "most currenttheory may still not be the final word on second language acquisition," it is hoped thatteachers will use the ideas in this book as another source alongside of their classroom andlanguage-learning experiences.Summary of Part II. Second Language Acquisition TheoryThere are five key hypotheses about second language acquisition:1. THE ACQUISITION-LEARNING DISCTINCTIONAdults have two different ways to develop compentence in a language: language acquisitionand language learning.Language acquisition is a subconscious process not unlike the way a child learns language.Language acquirers are not consciously aware of the grammatical rules of the language, but