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  • Krashen Sla .........

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    Stephen_Krashen ...................................................................................................................................................................................................................................................................................................................

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    14 vues13 pages

    Krashen Sla .........

    Transféré par

    vinoelnino10
    Stephen_Krashen ...................................................................................................................................................................................................................................................................................................................

    Droits d'auteur :

    © All Rights Reserved
    Téléchargez comme PDF ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 13
    Second Language Acquisition Theory, Applications, and Some Conjectures Stephen Krashen a ee tc om fumbles Ue Pt ‘nal preps y Came User Pee This puto incor Sabj to say csp Table of Contents Language Acquiion and Applicaton Language Acqision Theory 1 "he Aequiston Loring Hyptiie ‘he Natural Onder pes ‘The Monitor Hyptrie 2 The Compreenion pecs. 3 (Conleirof theCompraenion Hpase “Taking nor practing Gen enough comprehen npr ipsa 4 ‘The Affine ter ype Avpliaion 5 ‘The Goal of Language Clases 5 The Resining Lene A Line foe Rove 6 The Intermediate Level Shred Subject Mater Tenching ‘Remar on Sid Suber ae Teaching ® Sif ceed Rending: Te Brae Academic Language 9 ‘Remark on Recreational Reading 9 Molar ute Cae hires 10 : Teschoo reading 10 Nerew Reading 10 carting Seed Reading int he Curiae 12 References 12 ‘Th Competing (Not Js Inerning) Input Hypthsis 15 Referees 16 A Contre on Assn a Sern Language 17 Discwson 19 Reterencee 20 Language Acquisition and Application Language Acquistion Theory "he filing re ype summa cre ory 0 gue ag ‘io, (For technical dacuson and sipping evidence, see enhen 1994, 2004.) ‘he Acquitvion-Learning Hypothesis Wehine wo very diene was of developing ail another guage: We an ge lange, sd we cn a ang, TLaiageasustion osc utconsinly. Whe is hapenig we are ao area is hapnng, We thik me ate having comer, reading book, watching a movi- Of cure we te, Bua th etn, ght De scqusing ngusge. Ao, one we hve squire something, we ate nul amare that mything as happened the oe wore oor bans soos. ‘The esearch oop spp the ew ha th hen td ais «an subcoasiouty acquire language, Also, buth land wien ngage ek teaouie, ‘cquisiom sometime refered os king ap guage When someone si “Iwan race fora whl, and {phe op some Peachy Imei be or she gue i anguagcaming i 2 concious proces: When we ae lang, ve ‘om we ae lesning an we are ying t ee, Languae aig hat Ai in Soot in everyday ngage, hen we tk ous “rls” and am ma,” we aang aboot lenin” ror correction i supposed t lp ering. When we make amis ‘ake and are cometed, we arsed ro ching oman verona he tule. Ifa eae sy," comes t school every day” ter reps ith, "No, is come to soo” he eer psc ee tha the oes’ go he it person ing Fm of th eth ‘The Natural Over Hypotesi We auc (not fear) the pars ofa Inga in 3 peal or Some ranma tems fr coal, ae acute early whe oes ae acqued angnageAcqistion and Application 1 Ir The ode is nor exact Nor vey acqier peoceds in exo che me Tn Eaglah 2 cond langage or expe the ing maker, the progressive ("Tohn playing the vit”), x among the Se games Pak ncn word toe aces, we the hid pero single 2 sued Ler Int some al who speak Eng second langage vey esearch has come up with some supeing es about de nxt ‘onder Fir tsp tre ht pe” roles are segue eat an compte Faeroe acquved ter. Some rus tat lok single (the thd person [Sng re ase ne. Other sha appr to nga to be empl se {ese cay. Ths presents pron (or curcuum denen, who pent rules wo ngage eet fom “simple” 0 compe.” A ae ay lok ey ‘Second, the natural order cannoe be changed. We cannot alter the order in whch tents ai ngunge by proving explanations, il and ‘erches Ateacher mil he hind peso sgl or Wess, uti wl at be soured uni te acer ready fo. Ths cpl a prea dea of te Frstion dat langage teachers and sens experience, ‘Doe Monitor Hypothesis. “The ably o proce langage Bent an ean comes oy what we bate aged. The grammar ren tat earned in seal hae enone When we ae abou oy semching ia anoter Inge, the sen tence pops into oue od thats ou subonsciusy aque competent Then ue before mest prece te sexence, ore we iy wea icitrnal nap, ands ur conscion ered tert core eer Somes ernest omen we aid sncoreat er Wes) abd tiextemel aiuto we the Monitor Inorder so we the Monitor succes ne very Senge conditions ast be mee The Monitor wer ust now tl, This ery ile onan o meet Lingus el stat they Inve not ye Seid ll te rales of an ngusge: Authors of gramme tt each he rues inthe ets, Even the est stants n't Icsmal the rales hat are eng, eve the bes ets don't remember al he eles they hve eames and even the et ‘aden cant aayr ne the rales they do remeber Soe ae ‘ply oo compared 2 Seon Language Aci Try, Applicaton and Some Conjectures © = The acer most he thinking shut cossineso fost on fhm, Thi ey fico Ie sand be ing about ‘what you ate sing and how om ae saving ea the ee, The cgi mst ates. For most people, oa oovemton dons ori nigh ie oink nich about amma ules fe ngage capers can Monitor to ome nen while cern, but these me ey advanced se who tal eed w Monitor ocsomal ra er and thee, sp who ave spec interes in the tote of ngage Reseach ndets tht we ose gram = that we Monitor ony when all of these tec condition are ly et (Kren 1982, 2003), For Thos people hs happens only when the take sana es. ‘Toe Comprebension Hypotiesis ‘We ace language when we understand menages The Competenson Hyporkeas the conerpceof ings aa ‘flange ssuison and angus eduction: How do we suite ngage? "The aver simple: We acguie ngunge nen we undentan what ‘Kean hipoen. While people ern many importan way they do nt dae "To bea lite moe ress, we acute langage whe we understand “To be even ore pec, fet uo assume 4 simple veson ofthe Namual Onder Hypothes, tat we ace the ule sang ia Best restated this way: “How do we move along the maura oxder? How do we mene From ule orl fom a 98719 ORK?” More ner "epee the nex srcture we ate eat agi? i The Compecheson Hypothess dims dat we move om 10 ist bude inp conning il. W are sl odo thi wih she bp of Iangunge we hae ala aged cor knoe othe we and cate For egianer,pictres re a get hlp in eking input compre, a are dhe ‘enya hae st he coef abr Tal Phys Response met Here are two amazing fits aout langage agonist iis

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