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This order is independent of many factors including the student's environment and exposure to a language (Schultz, 2005; Wilson, 2005). This suggests that with different languages students may learn at a different pace. One may also argue that different students may acquire language differently simply because of individual personality or genetic related factors. These are important considerations for teachers.
Input
The input hypothesis suggests acquisition of a language is more likely to occur when students receive input in the second language that is above their current level of linguistic ability (Krashen, 1988; Wilson, 2005). Input helps challenge the learner to achieve new levels of understanding. This idea is one often used in classrooms because students are always aspiring to learn more, and will do so more often when challenged appropriately (Wilson, 2005).
Affective Filter
This hypothesis suggests that many variables may help students acquire language more comprehensibly. Among the variables more commonly discussed include the learners ability, anxiety over learning, self-confidence and even support structures or motivation (Schutz, 2005).
Summary and Conclusions
Krashen's theories on language acquisition make sense. The idea that comprehensible input is necessary for acquisition of language is a time tested suggestion that works to help second language learners master a new language. However, it also suggests that learning in the formal sense or in the classroom may not be beneficial, unless they work to provide students with comprehensible input a language...
His studies suggest full immersion in the target language may be more useful for learning than a traditional classroom environment.
Krashen's techniques are important to study because they can provide educators new methods for teaching second languages to students in a helpful and comprehensible environment (Auerbach, 1993). There are many studies suggesting immersion is much better as a teaching approach than traditional lecture format teaching styles. Traditional forms of teaching do not encourage greater participation and involvement from students, and are less likely to engage students in a manner that will result in successful communication.
References
Auerbach, E. (1993). Reexamining English only in the ESL classroom. TESOL
Quarterly, 27(1): 9.
Crystal, David. The Cambridge Encyclopedia of Language. Cambridge: Cambridge
University Press, 1997.
Acquisition." Available: http://www.sk.com.br/sk-krash.html
http://www.languageimpact.com/articles/rw/krashenbk.htm
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