NAMA.

: TRI RIZKI PUTRA JATI

NIM : E1D020214

CLASS : 6-TP4

SECOND LANGUAGE

SUMMARY

Krashen's Five Proposals on language learning are widely discussed and debated in the field of
second language acquisition. These proposals include:

1. The acquisition-learning hypothesis: Krashen proposes that language acquisition is a

subconscious process that happens when learners are exposed to comprehensible input,
whereas language learning involves conscious knowledge about language rules and is not
sufficient for acquiring fluency.
2. The input hypothesis: According to Krashen, learners acquire language best when they
are exposed to language input that is one step beyond their current level of
comprehension.
3. The monitor hypothesis: Krashen suggests that learners use their conscious knowledge of
language rules to monitor and correct their language output, but this process does not
contribute significantly to language acquisition.
4. The natural order hypothesis: Krashen claims that language acquisition follows a natural
order, where learners acquire language structures in a predictable sequence regardless of
their native language or the context in which they are learning.
5. The affective filter hypothesis: Krashen proposes that affective factors such as
motivation, anxiety, and self-confidence can act as a filter that affects language
acquisition, and that learners are more likely to acquire language when their affective
filter is low.

Regarding the validity of these proposals in Libyan EFL classes, it is essential to consider that
the Libyan context may present some unique challenges and opportunities for language learning.
For instance, learners may have limited exposure to English language input outside of the
classroom, and the availability of qualified language teachers and resources may also be limited.

That being said, Krashen's proposals are generally considered valid and applicable in most
language learning contexts, including Libyan EFL classes. However, the implementation of these
proposals may require some adjustments and modifications to fit the Libyan context. For
example, teachers may need to provide more comprehensible input or adjust their teaching
materials to accommodate the learners' needs and preferences.

Furthermore, the affective filter hypothesis may be particularly relevant in Libyan EFL classes,
where learners may face significant cultural and social barriers to language acquisition.
Therefore, it is essential to create a positive and supportive learning environment that fosters
motivation, reduces anxiety, and builds learners' self-confidence.

In conclusion, Krashen's Five Proposals on language learning are generally valid and relevant to
Libyan EFL classes. However, the successful implementation of these proposals may require
some modifications and adjustments to suit the learners' needs and the Libyan context.