Basic Krashen

In the field of linguistics one of the most well known names is Stephen Krashen. Dr. Krashen is known for several hypothesis, the most notable being his input hypothesis. In "Explorations in Language Acquisition and Use: The Taipei Lectures" he reviews his various hypothesis, presents recent and old research supporting them, counters arguments against, and discusses areas for research potential.

Explorations could be considered a condensed and abbreviated version of the volumes of material available on Krashen’s web site: www.sdkrashen.com. The book is neither a strictly academic publication nor a practical guide, but rather somewhere in the middle. While the reader will find no specific roadmaps or layouts to language acquisition they also will not be forced to wade through an overly voluminous amount of literature and research review/explanation. The book is divided into four major chapters and my review will expound upon each one.

Chapter 1 – Principles of Language Acquisition

Krashen lays out, in a very easy to understand manner, his major hypothesis:

(1) Acquisition-Learning: Acquisition is subconscious while learning is conscious and deliberate. When we “acquire” a language we are not cognitively aware it is occurring whereas when we “learn” we are consciously aware. Most traditional language teaching is learning, not acquisition.

(2) Natural Order: There exists an “average order” in which we acquire certain grammatical structures. The order is not based on complexity, it cannot be changed, it is “immune to teaching”, and is not the optimal teaching order (because if hypothesis 4 is correct then comprehensible input will lead us to acquire most of the grammar we need in the natural order anyway).

(3) Monitor: Deliberate language learning (traditional school style) has the effect of creating a monitor or editor. We use the monitor to consciously scan our utterances before we deliver them. Think of it as trying to translate in your head or building a sentence from the rules. This can be a good/acceptable thing or it can be a bad thing, depending on the situation.

(4) Input (Comprehension): We acquire language when we understand what we hear or read. We increase our comprehension ability by accessing i+1 input where i=our current comprehension ability and +1=just a slightly higher margin of difficulty.

(5) Affective-Filter: There are certain variables which can affect the comprehensible input we receive, and this explains why some make faster/better progress than others. Examples would be anxiety, low self esteem, motivation, etc.

Of all the hypothesis introduced, the input hypothesis has the most resonance and direct application, I believe, to many foreign language students. Second language acquisition (SLA) can be boiled down to this phrase: input before output. If I can’t understand Polish how can I expect to use Polish in any meaningful way? To put it in reverse terms: if I can learn how to ask directions in a foreign language can I also expect to understand the reply that comes back from a native speaker? Clearly not. This is why input is so important. We need lots of input and we need it all the time in order to ramp up our comprehension (vocabulary, recognizable forms). Most people want to talk before they are ready.

Chapter 2 – Free Voluntary Reading: Still a Very Good Idea

In the next chapter, Krashen discusses his support of what he terms “free voluntary reading”. He argues that students need to be placed in print rich environments where they are allowed to choose comprehensible content, that interests them, and given the time to read in a pressure-free atmosphere. I am frequently asked by my foreign friends, “How can I improve my English?” I give the same answer every time: “You need to read more.” In chapter 2, Krashen argues why this is true.

Comic books, novels, graded readers, newspaper articles, manuals, whatever. It is all valid input as long as it is comprehensible (i+1) and of interest to the reader. In the chapter’s conclusion, Krashen calls recreational reading, “the most thoroughly investigated and best-supported technique we have in the field of second-language pedagogy.” I would agree. Good learners are good readers.

Chapter 3 – Current Issues & Controversies: Does Grammar Teaching Work? What About “Comprehensible Output”?

Chapter 3 is the lengthiest chapter and probably the one most people can skip if they aren’t that interested in Krashen’s arguments against research which supports traditional, grammar-based language instruction methods and output-focused methods. On this I heartily agree. I can’t begin to explain the nuances and structures of present-perfect or continuous-whatever in English grammar but I am reasonably certain I can utilize the language at an adult level. Why should it be any different for the second language? I have met too many ESL students who **could** explain those grammar points but were simultaneously at a complete loss when I asked, “How are you doing today?”

I think this chapter is where the rubber will meet the road for most people. Either you essentially buy into Krashen’s hypothesis or you don’t. Judging by the prevalence of form-based text books, teaching materials, and methods in foreign language instruction today I would say that, sadly, many people still do not.

Chapter 4 – How Reading and Writing Make You Smarter, or, How Smart People Read and Write

In this final chapter Krashen brings together much of what he has covered earlier and presents a model for how reading and writing leads to both language and cognitive development. His main purpose is to stress how traditionally educators have gotten the order wrong in language teaching. Most basic education presupposes that students need a foundation in fact and form **before** they can engage in problem solving. We need to study before we can become good readers/writers/problem solvers. Krashen argues the reverse: we become good readers/writers/problem solvers **because** we do those things. Applied to SLA it becomes (to paraphrase):

We learn a foreign language by inputting with that language for a purpose (problem solving, pleasure) and as we do that we increase our skill in it. We do not learn **about** the language (grammar, etc.) and **then** become skilled as a result of that learning.

“Explorations in Language Acquisition” is in some respect a very bland and boring book. It is the work of an academic summarizing and compartmentalizing his academic work and publications. The writing is functional and clean but not exciting or sexy. Still, Krashen is not incapable of creative prose or amusing descriptions. My favorite line from the book, “The final problem with grammar teaching is the most serious: It’s boring.”

Everyone’s approach to language learning is different. Our goals and motivations are varied. I think, however, we can all safely agree on one thing: most students who are studying languages are failing at them. It is because the way we traditionally study second languages is painful, boring, and flawed. Stephen Krashen is attempting to give us knowledge that will help us overcome those failings. Maybe we should listen.