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Stephen Krashen Denise Martínez Educ 413-109 Dr. Evelyn Lugo.

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Presentation on theme: "Stephen Krashen Denise Martínez Educ 413-109 Dr. Evelyn Lugo."— Presentation transcript:

1 Stephen Krashen Denise Martínez Educ Dr. Evelyn Lugo

2 Stephen Krashen Stephen is specialize in theories of language acquisition and development. He impact in all areas of second language research and teaching since the 1980s. Theory of Second Language Acquisition.

3 Being a good role model can influence someone’s life for the better /2011/01/16/second-language- acquisition/

4

5 Five main hypotheses 1.Aquisition-Learning 2.Monitor 3.Natural Order 4.Input 5.Affective

6 1. Acquisition-Learning “Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.” Stephen Krashen **Acquisition** ………………………………. **Learning** implicit, subconscious …………………………. explicit, conscious informal situations ……………………. formal situations uses grammatical ‘feel’ …………………… uses grammatical rules depends on attitude ……………………………. depends on aptitude stable order of acquisition ……………………. simple to complex order of learning

7 2. Monitor hypothesis Acquisition- Learning The practical result of the learned grammar. The acquisition system is the statement initiator. Plan, editing and correcting

8 3. Natural Order hypothesis Follows a natural order which is predictable. No grammatical sequencing

9 4. Input hipothesis Explain how the learner acquires a second languages. It concerned about acquisition no learning. The learner improves and progresses: –Expose to one step beyond of the current stage of linguistic competence.

10 5. Affective Filter hypothesis Affective variables play a facilitative, but non-causal, role in second language acquisition. Motivation Self-confidence Anxiety Krashen says that learners with positive affect are better equipped for success in second language acquisition.

11 Ways to support Natural Acquisition Use visuals that reinforce spoken or written words. Employ gestures for added emphasis Adjust your speech: Speak slowly; enunciate; use longer natural pauses; repeat words or phrases; include shorter sentences, fewer pronouns, and simpler syntax. Exaggerate intonations at times. Stress high-frequency vocabulary words. Use fewer idioms and clarify the meaning of words or phrases in context. Stress participatory learning. Maintain a low anxiety level and be enthusiastic Use imágenes que refuerzan las palabras habladas o escritas. Emplear gestos Hable despacio; el uso más pausas de forma natural; repetir palabras o frases; incluyen frases más cortas, menos pronombres y sintaxis simple. Exagerar las entonaciones a veces. Utiliza menos modismos y aclarar el significado de palabras o frases en su contexto. El estrés en el aprendizaje. Mantener un bajo nivel de ansiedad y ser entusiasta.

12 Reference Durmusoglu, N. (2011). Second Language Acquisition. Retrieved at february 9, 2011 from acquisition/ acquisition/ Spillett, A. Strategies for Teaching English Language Learners. Retrieved at february 10, 2011 from Schütz, R. (2007). Stephen Krashen's Theory of Second Language Acquisition. Retrieved at february 10, 2011 from krash.htmlhttp://www.sk.com.br/sk- krash.html Brays (2008). Adquisicion de una segunda lengua.Retrieved at february 10, 2011 from lengua.htmlhttp://www.brays-ingles.com/adquisicion-de-una-segunda- lengua.html Bialystok E. Una entrevista con Stephen Krashen.Retrieved at february 10, 2011 from


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