Acquisition:sometheoriesMadebyWandyStephenKrashenWhendoyouknowaboutKrashen?Krashen’sInputTheoriesTheprincipaltenetsofthetheory,i.e.anamalgamoffivehypotheses.1,Theacquisition/learninghypothesis2,Thenaturalorderhypothesis3,Themonitorhypothesis4,Theinputhypothesis5,Theaffectivefilterhypothesis1,Theacquisition-learninghypothesisAcquisitionUnconsciousprocess,pickingupknowledgeorskillsThroughunderstandinglanguageandusinglanguageProducepracticalcompetenceEffectsarelastingLearningConsciousprocessFormalteachingisnecessary,Producemental-knowledgeInformationiseasilylostifdon’tfollowupwithexecises.學習（learning）

指學習者有意識地接受某種語言的正規教學，以獲得所學語言的語言知識、語言技能和言語交際技能，從而能夠掌握并運用這種語言的活動。習得（acquisition）指在自然狀態下從周圍環境中學習獲得某種能力。人的許多能力都是自然習得的。“語言習得”就是指在自然的語言環境中，通過旨在溝通意義的言語交際活動，不知不覺（潛意識）地獲得一種語言。兒童習得第一語言是語言習得的典型例子。2,ThenaturalorderhypothesisTheacquisitionofgrammaticalstructuresproceedsinapredictableorder.CertaingrammaticalstructuresormorphemsareacquiredbeforeothersinfirstlanguageacquisitionofEnglish,andasimilarnaturalorderisfoundinsecondlanguageacquisition.3,Themonitorhypothesis1,Themordificationofspeechpatterns,particularlyinsituationswherethereisform-focus,isknownasmonitoring.2,Consciouslearningcanfunctiononlyasamonitororeditorandplayarestrictedroleinmonitoringproduction,inspectingandsometimesalteringoutputgeneratedbytheacquiredsystem.Krashen’sownillustrationofhismonitorhypothesis.(acreativeconstructionprocess)acquisitionoutputLearning(themonitor)監控假設圖示AcquiredknowledgeoutputLearntknowledgemonitoringInmoreformalsituations,wemay‘putonanaccent’or

beparticularlycarefulaboutourgrammarandchoiceofwordsinsomeoccasionswherewefeel‘onshow’.Learningplaysitsroleinmonitoringourproduction.Ininformalsituations,themorestandardwayofspeakingmayinvoluntarilydisappear.Thelearningfailstomonitorourproduction.Threeconditionslimitthesuccessfuluseofthemonitor1,Time.Theremustbesufficienttimeforalearnertochooseandapplyalearnedrule.2,Focusonform.Thelanguageusermustbefocusedoncorrectnessorontheformofoutput.3,Knowledgeofrules.Theperformersmustknowtherules.Box6.2isaboutNewYorkpronunciation

ofthepost-vocalic[r]Firstly,weshouldknowthatpronouncing[r]isconsideredprestigious,andleavingitoutmaybethoughttobe‘slovenly’insomeplaces.OnesuchplaceistheNewYorkareaintheunitedStates.thediagramshowsthat:1,allspeakers,whatevertheirsocialgroup,usethepost-vocalic[r]moreinsituationswherethereismoreform-focus.2,socialclassesdifferintheirbehaviors.Ingeneral,‘higher’classespronouncethepost-vocalic[r]morethan‘lower’ones.3,itexistsaninterestingexceptioninthelowermiddleclass.Wecallitsocialpretension.4,thephenomenonofmodifyinglanguageaccordingtosituationistoointricateandsensitive.5,TheaffectivefilterhypothesisBox6.5istakenfromKrashenandTerellinputfilter...LADAcquiredcompetenceTheaffectivefilterhypothesisinputfilter...LADAcquiredcompetencePostivefeelingsThreekindsofaffectivevariablesrelatedtoSLA1,Motivation.Learnerswithhighmotivationgenerallydobetter.