Stephen+Krashen

// "Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen//

Stephen Krashen was born in Chicago in 1941. He taught eight grade English and science in Ethiopia while serving in the Peace Corps. In 1972, he earned a Ph.D. in Linguistics at the University of Califoenia. His dissertation was titled "Language and the Left Hemisphere." In 1994, he joined the USC School of Education. Stephen Krashen is presently serving as professor of Linquistics at the CUNY Graduate Center and at the University of Southern Califorina. He has published over 350 papers and books, and is a keynote speaker at the National Association for Bilingual Education.
 * Bio of Stephen Krashen**

Steven Krashen's Natural Approach to SLA is widely known and accepted theory of SLA, and has had a large impact in second language acquisition research. His methods are researched and taught in many college universities, seminars, and conventions.

The Natural Approach is a model based on teaching students who are learning a second language. It segments the process of SLA into four stages of development. __1st Stage: Preproduction__- Also known as "the silent period", a ELL listens to the language, but has a low comprehension of the language. This silent period can last from a few hours to several months, depending on the ELL circumstances. 2__nd Stage- Early production__- The ELL can provide one - word responses and short utterances. The ELL continues listening, but only has an English vocabulary of about 1,000 words. This stage usually lasts from 3-6 months to a year depending on his exposure to English. __3rd Stage- Speech Emergence__- The ELL can speak in phases and short sentences, and can participate in small group activities. The ELL's vocabulary is around 7,000 receptive words. __4th Stage - Intermediate Fluency__- Student is able to participate in conversations, and is able to read and write in English. The ELL's vocabulary is about 12,000 receptive words. It usually takes 3-4 years to reach intermediate fluency.
 * The Natural Approach-**

__The Acquisition-Learning Hypothesis__- This theory states that adults have two ways to develop a second language. The first way is learned naturally through conversation and social interaction with others. Knowledge of the English language is learned through communication, not formal instruction in grammar and other rules of the English language. The second is by learning specific rules of the English language and applying the rules to a variety of situations. English is learned through explicit instruction. This methoed is most often used in a traditional classroom setting.
 * Five Hypotheses of the Natural Approach-**

__The Natural Order Hypothesis__- This theory states that structures of English grammar are aquired in a certain order. Also, there are similaries with ELL in certain structures which are acquired.

__The Monitor Hypothesis__- This theory states that conscious learning has a small function in learning a second language. Conscious learning becomes part of learning after a certain amout of language has developed.

__The Input Hypothesis__- This theory states that ELL acquire language by understanding input that is a little beyond his current language proficiency. Learners must comprehend input that is difficult and at a higher level of language than what the learner has developed.

T__he Affectice Filter Hypothesis__- This theory states that an Affective Filter is a variable to SLA. For example, a student who is experiencing a stressful situation at home may have a high affective filter which will make it difficult to learn a new language.

Resources for Teachers: [] "Language Impact" This site offers a summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition."

[] "Strategies Using the Natural Approach" This site offers many activities to encourage conversation and social interaction between ELL and other learners.

Jena Tabor 37 Flintville School Road Flintville, TN 37335 jtabor@lcdoe.org 931-937-8271

MTSU Honor Statement:This assignment/assessment was solely written by me. In no way have Iplagiarized (represented the work of another as my own) or otherwise violatedthe copyright laws and academic conventions of fair use. I know that violationsof this policy may result in my being dismissed from Middle Tennessee StateUniversity and/or appropriate legal action being taken against me.Signed (submitting this statement to Teaching Faculty with student's name typedbelow constitutes signing): Your Name Jena Tabor Date: May 29, 2010 .