Krashen’s Five Major Hypotheses

Adult learners' "fluency in L2 performance is due to what we have ACQUIRED, not what we have learned. SUBCONSCIOUS acquisition is separate from conscious learning and is SUPERIOR in the long-run.

The best acquisition will occur in environments of low anxiety, that is, in contexts where the affective filter is LOWER.

Extrapolating from morpheme order studies, we acquire language rules in a predictable or "natural" order.

Monitoring, "watchdogging" one's output, and other explicit, intentional learning, ought to be largely avoided, as it presumed to HINDER acquisition.

Comprehensible input-input that is "a bit beyond" one's level of competence-is "the only true cause of second language acquisition." That input may be represented as i+1, that is, neither too far beyond one's reach nor so close that it poses no challenge (i+0). Further, speech will naturally "emerge" with sufficient comprehensible input.

The activity or process of gaining knowledge or skill by studying, practicing, being taught, or experiencing something.

The Act of gaining a new skill, ability, etc, usually by your OWN effort.

-conscious (lang--> grammar or rules)-surface knowledge-corrects utterances-putting effort into learning and correcting-traditional, intentional instruction of a language, grammar rules, etc.

-subconscious-implicit/effortless learning (L1)-internalization/fluency-initiates utterances

1. time (everyday convos don't supply enough time)2. focus on form (attention on how one is saying something not the content)3.

to know the rule ("i after e", or another grammar rule)

1. monitor over-users2. monitor under-users3. optimal monitor use

-rely on learning-have not acquired much of the lang-don't feel confident in acquisition

-only use what has been acquired

-use "learned competence as a supplement to their acquired competence"-should not be used excessively, only to "polish" lang