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Social DevelopmentTheory (Vygotsky


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Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wertsch, James V. Sohmer, Richard. (1995). Vygotsky on learning and development. Human Development. (38 ) 332-37.

Summary: Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. Originator: Lev Vygotsky (1896-1934). Key terms: Zone of Proximal Development (ZPD), More Knowledgeable Other (MKO) Vygotsky’s Social Development Theory Vygotsky’s Social Development Theory is the work of Russian psychologist Lev Vygotsky (1896-1934), who lived during Russian Revolution. Vygotsky’s work was largely unkown to the West until it was published in 1962. Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes: Major themes: 1. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978). 2. The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers. 3. The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone. Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills. Applications of the Vygotsky’s Social Development Theory Many schools have traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher. For more information, see:

Home › Developmental Psychology › Vygotsky Lev Vygotsky by Saul McLeod published 2007 The work of Lev Vygotsky (1896-1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as Social Development Theory.

Vygotsky's theories stress the fundamental role of social interaction in the development of cognition Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning."

Unlike Piaget's notion that children's' development must necessarily precede their learning, Vygotsky argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90). In other words, social learning tends to precede (i.e. come before) development.

Vygotsky has developed a socio-cultural approach to cognitive development. He developed his theories at around the same time as Jean Piaget was starting to develop his theories (1920's and 30's), but he died at the age of 38 and so his theories are incomplete - although some of his writings are still being translated from Russian. No single principle (such as Piaget's equilibration) can account for development. Individual development cannot be understood without reference to the social and cultural context within which it is embedded. Higher mental processes in the individual have their origin in social processes. Vygotsky's theory differs from that of Piaget in a number of important ways: 1: Vygotsky places more emphasis on culture affecting/shaping cognitive development - this contradicts Piaget's view of universal stages and content of development. (Vygotsky does not refer to stages in the way that Piaget does).

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Driscoll, M. P. (1994). Psychology of Learning for Instruction. Needham, MA: Allyn & Bacon. Crawford, K. (1996) Vygotskian approaches to human development in the information era. Educational Studies in Mathematics. (31) 4362.

2: Vygotsky places considerably more emphasis on social factors contributing to cognitive development (Piaget is criticised for underestimating this).

and these are culturally determined (e. even those carried out alone. Vygotsky refers to this as co-operative or collaborative dialogue. More Knowledgeable Other . memory in young children this is limited by biological factors. this type of social interaction involving co-operative or collaborative dialogue promotes cognitive development. or concept. using it to guide or regulate their own performance.as in the memory example. not necessarily the case. employees in their learning process.a child or their parents? to someone who has a better understanding or a higher ability level than the learner. Some companies. The tools of intellectual adaptation therefore vary from culture to culture . Electronic tutors have also been used in educational settings to facilitate and guide students through the learning process.g.these allow children to use the basic mental functions more effectively/adaptively. The father then o Sensation sits with her and describes or demonstrates some basic strategies. or how to correctly perform the newest dance craze . Vygotsky placed more emphasis on social contributions to the process of development. she performs poorly in attempting to solve the puzzle. Vygotsky believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema. The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does.. or repetition of the names of ancestors until large numbers can be repeated. Lev Vygotsky refers to Elementary Mental Functions – Shaffer (1996) gives the example of a young girl who is given her first jigsaw. it refers Vygotsky refers to tools of intellectual adaptation . As the child becomes more competent. these are developed into more sophisticated and effective mental processes/strategies which he refers to asHigher Mental Functions. to support Like Piaget. o Attention Alone. the MKO need not be a person at all. such as o Perception o Memory Eventually. or carrying pebbles. with respect to a particular task. Social Influences on Cognitive Development In fact. who is more likely to know more about the newest teen-age music groups. E. However. this is Vygotsky therefore sees cognitive functions. such as tying knots in string to remember.3: Vygotsky places more (and different) emphasis on the role of language in cognitive development (again Piaget is criticized for lack of emphasis on this). The tutor may model behaviors and/or provide verbal instructions for the child.Piaget focuses on motor reflexes and sensory abilities. the father allows the child to work more independently. For example. According to Vygotsky (1978). through interaction within the socio-cultural environment. but in pre-literate societies other strategies must be developed. For example. In order to gain an understanding of Vygotsky's theories on cognitive development. how to win at the most recent PlayStation game. in our culture we learn note-taking to aid memory. mind maps). memory mnemonics. process. whereas Piaget emphasized self-initiated discovery. a child's peers or an adult's children may be the individuals with more knowledge or experience. culture determines the type of memory strategy we develop. According to Vygotsky. are now using electronic performance support systems. The child seeks to understand the actions or instructions provided by the tutor (often the parent or teacher) then internalizes the information. However. values and tools of intellectual adaptation of the culture in which a person develops and therefore socio-culturally determined. Many times. much important learning by the child occurs through social interaction with a skillful tutor. Vygotsky claimed that infants are born with the basic materials/abilities for intellectual development . one must understand two of the main principles of Vygotsky's work: the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD).Tools of intellectual adaptation Like Piaget. finding all the comer/edge pieces and provides a couple of pieces for the child to put together herself and offers encouragement when she does so. The more knowledgeable other (MKO) is somewhat self-explanatory. Effects of Culture: .g. Although the implication is that the MKO is a teacher or an older adult. as affected by the beliefs.

He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers . teacher and students collaborate in learning and practicing four key skills: summarizing. Vygotsky sees "private speech" as a means for children to plan activities and and encouragement from a skilled partner. Language is therefore an For example. and predicting. Krashen originally Input hypothesis The input hypothesis. This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance 2: Language itself becomes a very powerful tool of intellectual adaptation. is a group of five hypotheses of second-language acquisition developed by the formulated the input hypothesis as just one of the five hypotheses. Vygotsky and Language According to Vygotsky (1962) language plays 2 critical roles in cognitive development: 1: It is the main means by which adults transmit info to children. used to improve students' ability to learn from text. questioning. Some children were allowed to play with their mother in a similar situation before they attempted it alone (zone of proximal development) whilst others were allowed to work on this by themselves (Piaget's discovery learning). suggesting that group members should have different levels of ability so more advanced peers can help less advanced members operate within their zone of proximal development. but over time the term has come to refer to the five hypotheses as a group. Vygotsky's theories also feed into current interest in collaborative learning. the Zone of Proximal Development. the child could not solve the jigsaw puzzle (in the example above) by itself and would have taken a long time to do so (if at all). Also.allowing the child to develop skills they will then use on their own . Later language ability becomes internalized as thought and “inner speech”. Freund (1990) conducted a study in which children had to decide which items of furniture should be placed in particular houses of a dolls house. but was able to solve it following interaction with the father. Freund found that those who had previously worked with their mother (ZPD) showed greatest improvement compared with their first attempt at the task. strategies and therefore aid their development.developing higher mental functions. The hypotheses are the input hypothesis. Vygotsky believed that language develops from social interactions.within the zone of proximal development.Zone of Proximal Development The concept of the More Knowledgeable Other is integrally related to the second important principle of Vygotsky's work. A contemporary application of Vygotsky's theories is "reciprocal teaching". for communication purposes. Thought is the result of language. and has developed competence at this skill that will be applied to future jigsaws. the acquisition–learning hypothesis. Vygotsky is relevant to instructional concepts such as "scaffolding" and "apprenticeship". clarifying. In this method. also known as the monitor model. linguist Stephen Krashen in the 1970s and 1980s. accelerator to thinking/understanding (Bruner also views language in this way). Vygotsky also views interaction with peers as an effective way of developing skills and strategies. The teacher's role in the process is reduced over time. Evidence for Vygotsky and the ZPD work on it successfully. Vygotsky (1978) sees the Zone of Proximal Development as the area where the most sensitive instruction or guidance should be given . in which a teacher or more advanced peer helps to structure or arrange a task so that a novice can Current applications of Vygotsky's work . The conclusion being that guided learning within the ZPD led to greater understanding/performance than working alone (discovery learning).

Instead. and i+1 is the next structure that should be learned. Finally. then the structures that acquirers are ready to learn will be present in that input. then i represents the last rule or language form learned. At such times the affective filter is said to be "up".  The monitor hypothesis states that consciously learned language can only be used to monitor language output. language does not result in language acquisition. emotions such as fear or embarrassment. 3. it can never be the source of spontaneous speech. with learning being impaired if the learner is under stress or does not want to learn the language.). The input hypothesis was first published in 1977. students will acquire the language in a natural order by receiving comprehensible input.. [edit]Corollaries of the input hypothesis [edit]Outline 1.[3][5] 2. if we acquire the rules of language in a linear order (1. Two of the main criticisms are that the hypotheses are untestable.. Krashen's hypotheses have been influential in language education. Although speaking can indirectly assist in language acquisition.[3] The comprehensible input hypothesis can be restated in terms of the natural order hypothesis. [edit]Input hypothesis If i represents previously acquired linguistic competence and extra-linguistic knowledge. there are two independent ways in which we develop  The acquisition–learning hypothesis claims that there is a strict separation between acquisition and learning. particularly in the United States.[3] According to Krashen. there are three corollaries to his theory. Krashen called this level of input "i+1". the input received must be comprehensible. this is a better method of developing grammatical accuracy than direct grammar teaching. and that conscious learning cannot be used as a source of spontaneous language production. i+1 is present That is to say. When enough comprehensible input is provided. that if language models and teachers provide enough comprehensible input.[4] It must be stressed however. This states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level.[3] 3.  The affective filter hypothesis. and language output is not seen as having any effect on learners' ability. there are many theories as to how humans are able to develop language ability. The teaching order is not based on the natural order Instead. Furthermore. The five hypotheses that Krashen proposed are as follows: Krashen stresses yet again that speaking in the target Talking (output) is not practicing  The input hypothesis. and claimed that improvement in language ability was only dependent upon acquisition and never on learning.[3] [edit]Acquisition-learning hypothesis In modern linguistics.  The natural order hypothesis states that language is acquired in a particular order. the hypothesis claims that we move from i to i+1 by understanding input that contains i+1. where "i" is the language input and "+1" is the next stage of language acquisition. learning is seen to be heavily dependent on the mood of the learner. 2. comprehensible output is the result of language acquisition. Krashen claimed that linguistic competence is only advanced when language is subconsciously acquired. and that they assume a degree of separation between acquisition and learning that does not in fact exist. that just any input is not sufficient. the ability to speak is not the cause of language learning or acquisition. the natural order hypothesis and the affective filter hypothesis. Extra-linguistic knowledge includes our knowledge of the world and of the situation. The +1 represents new knowledge or language structures that we should be ready to acquire. This states that learners' ability to acquire language is constrained if they are experiencing negative . the context. that is. and is not affected by explicit instruction. According to Stephen Krashen's acquisitionlearning hypothesis. Krashen saw acquisition as a purely subconscious process and learning as a conscious process. For example. and that this order does not change between learners. According to Krashen. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence. but have been criticised by academics.[1][2] The hypotheses puts primary importance on the comprehensible input (CI) that language learners are exposed to.the monitor hypothesis.

Self-correction 1.[6] Learning a language. 1.[3] This theory is at the core of modern language acquisition theory. for the Monitor to be successfully used. resulting in the production and exchange of less information. cannot remember every rule they have learned. 1. is less effective than acquisition. on the other hand. while only the acquired system is able to produce spontaneous speech. during which the acquirer is focused on meaning rather than form. In other words. thus slowing the flow of conversation.[3] 2. is a conscious process.our linguistic skills: acquisition and learning. both adults and children can subconsciously acquire language.[3] [edit]Natural order hypothesis . the learned system is used to check what is being spoken. and adult learners will input more into conversations earlier than children. Acquisition of language is a subconscious process of which the individual is not aware. and either written or oral language can be acquired.[3] 3. There is often a small portion of grammar.[3] This process is similar to the process that children undergo when learning their native language. three conditions must be met: See also: Order of acquisition when it does not interfere with communication. 3. such as while writing. occurs when the learner uses the Monitor to correct a sentence after it is uttered. since writing is the only form that requires 100% competence. and spelling that even the most proficient native speakers may not acquire.[3] Due to these difficulties. and it is difficult to focus on meaning and form at the same time. Krashen recommends using the monitor at times [edit]Three conditions for use of the monitor According to Krashen.the speaker is then focused on form rather than meaning.[6] [edit]Monitor hypothesis The monitor hypothesis asserts that a learner's learned system acts as a monitor to what they are producing.[3] 3.[3] The Monitor model then predicts faster initial progress by adults than children. New knowledge or language forms are represented consciously in the learner's mind. Having time to use the monitor: there is a price that is paid for the use of the monitor. According to the hypothesis. because even the best students do not learn every rule that is taught. The acquirer/learner must know the rule This is a very difficult condition to meet because it means that the speaker must have had explicit instruction on the language form that he or she is trying to produce. the acquirer generally does not realize that he or she possesses any new knowledge. every rule of a language is not always included in a text nor taught by the teacher [3] 2. According to Krashen. and can't always correctly apply the rules they do remember. these aspects of language make up only a small portion of our language competence.[3] [edit]Difficulties using the monitor There are many difficulties with the use of the monitor. While it is important to learn these aspects of language. Before the learner produces an utterance. he or she internally scans it for errors. making the monitor rather weak as a language tool. as adults use this ‘monitor’ when producing L2 (target language) utterances before having acquired the ability for natural performance. Knowing the rule: this is a difficult condition to meet. and is perhaps the most fundamental of Krashen's theories of. and according to Krashen. Some speakers over-monitor to the point that the conversation is painfully slow and sometimes difficult to listen to. frequently in the form of language "rules" and "grammar" and the process often involves error correction. Furthermore. The acquirer must be focused on correctness He or she must be thinking about form. much like what one experiences in school. One is unaware of the process as it is happening and when the new knowledge is acquired. 2. Acquisition requires meaningful interaction in the target language. punctuation. and uses the learned system to make corrections.[3] Language learning involves formal instruction. needed] [citation The rules of language make up only a small portion of our language competence: Acquisition does not provide 100% language competence. such self-monitoring and selfcorrection are the only functions of conscious language learning. The acquirer/learner must have time to use the monitor Using the monitor requires the speaker to slow down and focus on form.

From this he developed the theory that all languages share an underlying system named Universal Grammar. It was written in advance of Dr. and a field of interest in educational psychology. such as thirdperson "-s" ("he runs") are easy to teach in a classroom setting. certain emotions. He claims that humans have an innate ability that guides the language learning process. Chomsky and Pinker are nativists. and mere boredom interfere with the process of acquiring a second language. Krashen's visit to Frankfurt International School (FIS) in October 2009 to lead the school's two-day professional development. but are not typically acquired until the later stages of language acquisition. This hypothesis was based on themorpheme studies by Dulay and Burt. they suggest that language English as a Second Language Podcast was also inspired by Krashen's ideas on providing comprehensible input to language acquirers. An introduction to the work of Stephen Krashen This page contains an introduction to the work of Stephen Krashen. [edit]Affective filter hypothesis The affective filter is an impediment to learning or acquisition caused by negative emotional ("affective") responses to one's environment. first developed in 1988. some features. According to Krashen (1982). . The page as shown initially contains a brief synopsis of Krashen's work in the fields of second language learning. At various points in the page you can click §§ to see quotations from Krashen's books and articles. It is a hypothesis of second-language acquisition theory.[citation needed] The theory underlies Krashen and Terrell's comprehension-based language learning methodology known as the natural approach (1983). whole language. Chomsky called the special inborn language capability the Language Acquisition Device (LAD). Teachers who are interested in further information about the various issues can click [More] at the end of each section. bilingual education. inspired much research. Foreign languages are acquired in the same way. such as anxiety. Other linguists and cognitive scientists. providing low anxiety environments and bolstering the learner's self-esteem.[7] there are two prime issues that prevent the lowering of the affective filter.[3] The hypothesis further states that the blockage can be reduced by sparking interest. [edit]Reception and influence The model has been criticized by some linguists and isn't considered a valid hypothesis for some. The second is correcting their errors too early-on in the process. The hypothesis that the ability to learn language is innate has been restated more recently by linguist Steven Pinker who claims that this ability is "hard-wired in the genes". Their theories are opposed by contemporary empiricists such as Sampson (2005). According to the affective filter hypothesis. Each synopsis is followed by comments and a summary of implications for mainstream teachers of ESL students. This order is not dependent on the ease with which a particular language feature can be taught. Show all extra text Second language learning able to understand. agree that humans possess significant innate capabilities. free voluntary reading. Emeritus Professor of Linguistics and Education at the University of Southern California. More on innate language learning The claim that humans possess an innate language learning ability stems from Chomsky (1965). who reiterate Skinner's claim that language develops in response to environmental influences. and many linguists praise its value. cognitive development and writing. self-doubt. They function as a filter between the speaker and the listener that reduces the amount of language input the listener is Most popular competitors are the Skill-building Hypothesis and the Comprehensive output hypothesis. The first is not allowing for a silent period (expecting the student to speak before they have received an adequate amount of comprehensible input according to their individual needs). However.[citation needed] Krashen believes that there is no fundamental difference between the way we acquire our first language and our subsequent languages. It has however. Infants learn their mother tongue simply by listening attentively to spoken language that is (made) meaningful to them.The natural order hypothesis states that all learners acquire a language in roughly the same order.[8] The input hypothesis is related to Instructional scaffolding. such as O'Grady (2005). is also based on the theory. These negative emotions prevent efficient processing of the language input. who rejected Skinner's (1957) behaviourist theory that language learning is habit formation through stimulus and response. which found that certain morphemes were predictably learned before others during the course of second-language acquisition. The Focal Skills approach.

where i is the current state or stage of language proficiency. as in the editing of a piece of writing. Comprehensible input is the necessary but also sufficient condition for language acquisition to take place. The filtering may occur because of anxiety. Acquisition is a sub-conscious process. as in the case of a child learning its own language or an adult 'picking up' a second language simply by living and working in a foreign country. The Affective Filter Hypothesis It is claimed that the natural order of acquisition is very similar for a nativeEnglish child learning its own language and for an adult learning English as a foreign language. More on the Affective Filter Hypothesis Comprehensible input will not result in language acquisition if that input is filtered out before it can reach the brain's language processing faculties. Given comprehensible input at i+1. the knowledge we gain about the language will help us in direct tests of that knowledge or in situations when we have time to self-correct. It is pointless spending a lot of time learning grammar rules. that their language instruction should be full of rich input (both spoken and written language) that is roughly tuned at the appropriate level for the learners in the class. poor self-esteem or low motivation. We are able to use what we have learned (in Krashen's sense) about the rules of a language in monitoring (or self-correcting) our language output. Two examples from English are the rules about the articles (a/the) and the future "tense". and thus increase the amount of that input. much of the frustration experienced by teachers and their students in grammar lessons results from the attempt to inculcate a grammatical form which the learner is not yet ready to acquire. For example. The Natural Order Hypothesis Krashen now refers to this as the Comprehension Hypothesis. It states that learners acquire language when they are exposed to input at i+1. since this will not help us become better users of the language in authentic situations. Even assuming the learner has a good knowledge of the rule in question. At most. The natural order of acquisition cannot be influenced by direct teaching of features that the learner is not yet ready to acquire. it is difficult to focus on grammar while simultaneously attempting to convey meaning (and possibly feeling). . More on the Monitor Hypothesis Krashen states that it is often difficult to use the monitor correctly since the Krashen synthesizes his theories of second/foreign language learning in what is usually referred to as the Monitor Model. namely.) As Krashen points out. The Monitor Model has 5 components: The Acquisition-Learning Hypothesis rules of a language can be extremely complex. They are also more likely to interact with others. The Input Hypothesis Language is acquired in a predictable order by all learners. There are two ways of developing language ability: by acquisition and by learning. acquisition will take place effortlessly and involuntarily. unembarrassed by making mistakes for example. Clearly. the -ing form (present continuous) will be acquired early on and almost certainly before the -s inflection in the third person present simple (she likes. We acquire language in one way only: when we are exposed to input (written or spoken language) that is comprehensible to us. The Monitor Hypothesis Learners with a low affective filter will not only be efficient language acquirers of the comprehensible input they receive. It is much more difficult when engaging in regular talk. Most normal conversation simply does not provide enough time to do so. More on the Natural Order Hypothesis This theory has clear implications for language teachers.learning depends on general cognitive faculties rather than on a specific language acquisition mechanism. Learners use their existing acquired linguistic competence together with their general world knowledge to make sense of the messages they receive in language just beyond where they currently are (the +1). etc. This order does not depend on the apparent simplicity or complexity of the grammatical features involved. Learning is the conscious process of developing a foreign language through language lessons and a focus on the grammatical features of that language. It requires no effort on the part of the learner. More on the Acquisition-Learning Hypothesis More on the Input Hypothesis According to Krashen learned language cannot be turned into acquisition. this is possible in the correction of written work. he eats.

acquisition is the natural assimilation of language rules by using language for communication.in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The Natural Method (or the Direct Method) and the Natural Approach differ in that the former lays more emphasis on teacher monologues. fellow linguists and educators. the Monitor Model has been extremely influential in language teaching pedagogy. They stress the importance of vocabulary and view language as a vehicle for 'communicating meanings' and 'messages'. Krashen and Terrell refer to their method of picking up ability in another language directly without instruction in its grammar as 'the traditional approach'. and it is the basis for ESL instruction at Frankfurt International School. like TPR. What is novel is that the NA focuses on exposure to input instead of grammar practice. During the past 20 years. 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. which has had a large impact in all areas of second language research and teaching since the 1980s. The superiority of 'meaning' is emphasized.. children have only one: Acquisition. Krashen's work on second language acquisition and Terrell's teaching experiences form the bases of the Natural Approach. The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen's theory and the most widely known among linguists and language practitioners. even Grammar Translation Method is not as old and traditional as the method of acquiring a language in its natural II." "In the real world.. It requires meaningful interaction in the target language .. Krashen's Monitor Model has attracted enormous attention from psychologists. In Krashen's view." "Acquisition requires meaningful interaction in the target language – natural communication . However. This means that linguistic competence is achieved via 'input' containing structures at the 'interlanguage + 1' level (i +1). adults have two paths to follow: Acquisition and learning. an applied linguist at the University of Southern California and Tracy Terrell. His theories have been criticised for a perceived lack of scientific rigour and for his downplaying of the importance of language output and grammar instruction. he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada. in his theory of second language acquisition (SLA)suggested that adults have two different ways of developing competence in second languages: Acquisition and learning. Briefly. The Natural Approach (NA) is a product of Stephen Krashen. The principles and practices of this new approach have been published in "The Natural Approach" (Krashen and Terrell.2. 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. "There are two independent ways of developing ability in second languages. Krashen and Terrell believe that a language is essentially its lexicon. via 'comprehensible input'. Much of his recent research has involved the study of nonEnglish and bilingual language acquisition. What makes adults different from children is their abstract problem solving skills that make them consciously process the grammar of a foreign language. recognizing that improvement comes from supplying communicative and comprehensible input. The focus is on teaching communicative abilities. the view of language that the Natural Approach presents consists of 'lexical items'. Nevertheless. 'acquisition' can take place only when people comprehend messages in the TL. but allow students to produce when they are 'ready'. containing messages that students really want to hear. The most striking proposal of the NA theory is that adults can still acquire second languages and that the ability to 'pick up' languages does not disappear at puberty. According to Krashen 'learning' is less important than 'acquisition'. and not from forcing and correcting production. Krashen and Terrell note that "the Natural Approach is in many ways the natural. 'structures' and 'messages'. According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. formal questions and answers. [which is] a conscious process that results in 'knowing about' [the rules of] language" (Krashen 1985:1). Krashen's contribution to Chomsky's LAD proposition is that adults follow the same principles of Universal Grammar. by using their ever-active LAD. That is.Comments environment. Thus.natural communication . One may think that the Natural Approach and the Natural Method are similar. LC makes correction on these sentences either . They consider their approach as a traditional one whereas many methodologists consider Grammar Translation Method as the traditional method. and on emotional preparedness for acquisition to take place. THEORETICAL BASIS OF THE NATURAL APPROACH II. Therefore. but in the communicative act.. II. direct method 'rediscovered'[and] it is similar to other communicative approaches being developed today". .. that is. Krashen believes that the result of learning. specializing in theories of language acquisition and development. learned competence (LC) functions as a monitor or editor. a teacher of Spanish in California. [and] 'learning' . a method which has been used for hundreds of thousands of years." Introduction Stephen Krashen (University of Southern California) is an expert in the field of linguistics. The Natural Approach. Theory of Language Learning (1) The Acquisition-Learning Hypothesis Krashen. conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful. and error correction." "The best methods are therefore those that supply 'comprehensible input' in low anxiety situations.1. For Krashen. The lexicon for both perception and production is considered critical in the organization and interpretation of messages. This is a brief description of Krashen's widely known and well accepted theory of second language acquisition. The book contains theoretical sections prepared by Krashen and sections on implementation and classroom procedures prepared mostly by Terrell. These methods do not force early production in the second language. for example knowledge of grammar rules. 'Acquisition' is a subconscious process identical in all important ways to the process children utilize in acquiring their first language. and does not require tedious drill. Theory of Language Krashen regards 'communication' as the main function of language. The theory behind the NA implies that adults can acquire all but the phonological aspect of any foreign language.in which speakers are concentrated not in the form of their utterances. 1983). while AC is responsible for our fluent production of sentences. The term 'natural' emphasizes that the principles behind the NA are believed to conform to the naturalistic principles found in successful second language acquisition. According to Krashen. is regarded as a comprehension-based approach because of its emphasis on initial delay(silent period) in the production of language. THE NATURAL APPROACH Stephen Krashen's Theory of Second Language Acquisition "Language acquisition does not require extensive use of conscious grammatical rules. In their book.

Krashen claims that people acquire language best by understanding input that is a little beyond their present level of competence.. concepts. . its functioning and grammatical structure with its irregularities. One involves receiving information about the language. One values the correct and represses the incorrect. The distinction between acquisition and learning is one of the hypotheses (the most important) established by the American Stephen Krashen in his highly regarded theory of foreign language learning. Innumerable graduates with arts degrees in English are classic examples of language learning. but they intuitively recognize and know how to use all the structures. the acquisition of grammatical structures proceeds in a predicted progression. Therefore. They often are trained and theoretically able to teach a language that they can communicate in only with extreme difficulty.LANGUAGE LEARNING The expression "language learning" includes two clearly distinct. etc. what you consciously learn does not necessarily become subconsciously acquired through conscious practice. (3) the learner must know the rule. don't know what the perfect tense is. transforming it into knowledge through intellectual effort and storing it through memorization.[and] adult acquirers of a second language [should be] provided with simple codes that facilitate second language comprehension. Krashen suggests three conditions for its use: (1) there must be enough time. The form is of greater importance than communication." while the other is referred to as "language acquisition. The implication of natural order is not that second or foreign language teaching materials should be arranged in accordance with this sequence but that acquisition is subconscious and free from conscious intervention (Ellidokuzoglu. Teaching and learning are viewed as activities that happen in a personal psychological plane." These are separate ideas and we will show that neither is the consequence of the other. its contrasts with the student's native language. It edits and make alterations or corrections as they are consciously perceived. Consequently. Similarly. There is little room for spontaneity. modal or phrasal verbs are. The student learns to construct sentences in the perfect tense. input must be achieved in low-anxiety contexts since acquirers with a low affective filter receive more input and interact with confidence. 'monitoring'. In other words." (Richards. develops familiarity with the phonetic characteristics of the language as well as its structure and vocabulary. (2) The Natural Order Hypothesis According to the hypothesis. Krashen believes that 'fluency' in second language performance is due to 'what we have acquired'. occurs most typically in a grammar exam where the learner has enough time to focus on form and to make use of his conscious knowledge of grammar rules (LC) as an aid to 'acquired competence'. In the teaching of English. The second means is a conscious learning process in which learners attend to form. The 'input' should also be in sufficient quantity as Richards pointed out: ". Certain grammatical structures or morphemes are acquired before others in first language acquisition and there is a similar natural order in SLA. Attention is focused on the language in its written form and the objective is for the student to understand the structure and rules of the language through the application of intellect and logical deductive reasoning. The 'input' should be relevant and 'not grammatically sequenced'. not 'what we have learned': Adults should do as much acquiring as possible for the purpose of achieving communicative fluency. (3) The Input Hypothesis This hypothesis relates to acquisition. The 'monitor' is an aspect of this second process. Krashen believes that 'comprehensible input' (that is.. J. The other involves developing the skill of interacting with foreigners to understand and speak their language. It is at this point where Krashen receives major criticism. The first concept is called "language learning. attaining near native fluency.tuned to their present level of understanding. A classic example of language acquisition involves adolescents and young adults who live abroad for a year in an exchange program. One studies the theory in the absence of the practical. Teaching and learning are technical and governed by a formal instructional plan with a predetermined syllabus. the monitor should have only a minor role in the process of gaining communicative competence. normally tied to a preset syllabus that includes memorization of vocabulary and seeks to transmit to the student knowledge about the language. LANGUAGE ACQUISITION Language acquisition refers to the process of natural assimilation. LANGUAGE LEARNING The concept of language learning is linked to the traditional approach to the study of languages and today is still generally practiced in high schools worldwide. In other words. grammar exercises and the like. . adult second language learners have two means for internalising the target language. motivation and anxiety state. child acquirers of a first language are provided with samples of 'caretaker' speech. one studies the function of the interrogative and negative modes. The filter is 'affective' because there are some factors which regulate its strength. The way to develop learned competence is fairly easy: analysing the grammar rules consciously and practising them through exercises. involving intuition and subconscious learning. This kind of conscious grammar correction.before or after their production. while knowing little about the language in the majority of cases. The acquisition approach praises the communicative act and develops self-confidence in the learner. according to Krashen. knowledge that one hopes will become the practical skills of understanding and speaking the language. The teacher is an authority figure and the participation of the student is predominantly passive. (2) the focus must be on form and not on meaning. The average order of acquisition of grammatical morphemes for English as an 'acquired' language is given below: -Ing--------Aux---------Irregular------Regular Past Plural----->Article---->Past---------->3rd Sing. is just like an adjustable filter which freely passes or hinders input necessary to acquisition. But what Acquisition / Learning Distinction Hypothesis predicts is that learning the grammar rules of a foreign/second language does not result in subconscious acquisition. is responsible for oral understanding. This effort of accumulating knowledge becomes frustrating because of the lack of familiarity with the language. Krashen formulates this idea in his well-known statement that "learning does not became acquisition". figure out rules and are generally aware of their own process. i + 1) should be provided. The first is 'acquisition' which is a subconscious and intuitive process of constructing the system of a language. the capability for creative communication and for the identification of cultural values. which is the product of real interactions between people where the learner is an active participant. not to learning. modals. though rarely understood. They have a good pronunciation without a notion of phonology. but only learns with difficulty when to use it. irregular verbs. (5) The Affective Filter Hypothesis The learner's emotional state. LANGUAGE ACQUISITION . These factors are self-confidence. 1986:133) (4) The Monitor Hypothesis As is mentioned. a process that produces functional skill in the spoken language without theoretical knowledge. It is similar to the way children learn their native tongue. 1992). rough . for example. It's a progressive and cumulative process.

that is. it is not easily transformed into communication skills. On the other hand. doesn't specify the language that would be the object of study. and particularly in the state of California. when we have assimilated it. Therefore. but he was probably using the study of Spanish as the basis for his inferences and conclusions because it is the dominant foreign language in the United States. First. where Professor Krashen lives and works. it is necessary to explore the degrees of irregularity and difficulty of the target language and how that affects Krashen's theory. arbitrary. What happens in fact is a dependency predominantly opposite: to understand the functioning of a language as a system and to understand its irregularities is a function of familiarity with it. we ought to consider that languages. in general. . irregular phenomena. full of ambiguities. Even if some partial knowledge of the functioning of the language is reached. are complex. Krashen.INTERRELATIONSHIP BETWEEN ACQUISITION AND LEARNING AND ITS IMPLICATIONS The clear understanding of the differences between acquisition and learning makes it possible to investigate their interrelationships as well as the implications for the teaching of languages. however. Krashen admits that the knowledge obtained through formal study (language learning) can serve to monitor speaking. Rules and exercises only will make sense when we have already developed solid intuitive control of the language in its oral form. the grammatical structure of a language can be too complex and abstract to be categorized and defined by rules. Therefore. in constant random and uncontrollable evolution.

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