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Stephen Krashen’s theory of second language acquisition has **five main hypotheses**:
### 1. Acquisition–Learning Hypothesis
– **Acquisition**: A subconscious process, similar to how children pick up their first language (through meaningful interaction, not focusing on rules).
– **Learning**: A conscious process, where we study grammar rules, vocabulary lists, etc.
– **Key claim**: Only **acquisition** leads to real language competence; **learning** acts only as a monitor (see Hypothesis 3).
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### 2. Natural Order Hypothesis
– Language structures are acquired in a **predictable order**, not randomly.
– This order:
– Is **similar across learners**, regardless of their first language.
– **Cannot be changed** simply by teaching grammar in a different sequence.
– Implication: Teaching something early doesn’t guarantee learners will immediately acquire it.
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### 3. Monitor Hypothesis
– The **“Monitor”** is the conscious grammar system that edits language output.
– It:
– Uses learned rules to **correct** or **polish** what we say/write.
– Works best when:
1. There is enough **time**,
2. The learner **knows the rules**, and
3. The learner **focuses on form** (correctness), not just meaning.
– Overuse (over-monitoring) can make speech slow and hesitant; underuse can lead to many errors.
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### 4. Input Hypothesis (“i + 1”)
– We acquire language when we understand **comprehensible input** that is:
– Slightly above our current level:
$$ \text{input} = i + 1 $$
– “i” = what we already know; “+1” = the next step in difficulty.
– Focus is on **understanding messages**, not on producing language or memorizing rules.
– Production (speaking/writing) **emerges naturally** after sufficient input.
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