Universidad técnica particular de loja la universidad Técnica Particular de Loja

Hypothesis
Features
The acquisition-learning hypothesis
-
According to Krashen there are two 
ways for adult second language 
learners to develop knowledge of a 
second language: ‘acquisition’ and 
‘learning’.
-
We ‘acquire’ as we are exposed to 
samples which come from the 
environment.
-
We ‘learn’ via a conscious process of 
study and attention to form and rule 
learning.
The monitor hypothesis
-
The ‘acquiring system’ produces the 
utterances.
-
The ‘learning system’ acts as a 
‘monitor’ to correct little mistakes 
appearing at the acquiring system 
output. 
-
The ‘monitor system’ is usually 
applied in writing since we have more 
time to think what we are writing.
The natural order hypothesis
-
Like the first language learners, 
second language learners seem to 

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acquire the features (such as 
grammatical structures) of the target 
language in predictable sequences 
(lightbow & Spada – 1999).
The input hypothesis
-
The input is the source of acquisition.
-
This input must be comprehensible 
in order to achieve total acquisition 
and learning. 
The affective filter hypothesis
- The affective filter can be described 
as a ‘barrier’ constructed with 
emotional elements (such as needs, 
attitudes, motives, etc) which can 
turns in favour or against the 
acquiring and learning process.
As we can see, Krashen’s theories lay upon the innatism point of 
view. This means that in all his five hypotheses, he states (in certain 
way) that the ability of the learner to acquire and learn depends on 
himself/herself. 
Finally, we have to check the third big theory: the interactionist. 
As we review previously, interactionists defend that in order to carry on 
any satisfactory process of language acquisition, the learner must 
interact with his/her environment in order to assimilate and process 
new language features. We also have to keep in mind Vigosky’s theories 

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which state in a similar way that all cognitive development, including 
language development, arises as a result of social interactions between 
individuals. For instance, remember these theories apply to first 
language acquisition. If we expand the interactionist’s concept towards 
second language acquisition we can find ourselves involved in Jim 
Lantolf’s definition which states: “second language learners advance to 
higher levels of linguistic knowledge when they collaborate and interact 
with speakers if the second language who are more knowledgeable than 
they are”.