Student
Tutor
551018_16
group
Cead Valledupar
2019
The impact of Krashen's hypotheses in the process of language teaching
It has generated many social, political and economic reasons that lead to the promotion of second
language learning and, above all, of English as a communication vehicle between subjects,
acquire a new language, which has opened the opportunity to open countless educational centers,
online methods, social networks, university careers, etc. They promise that you will obtain
command of a second language in a few days or a few years, but nothing is further from the
truth. In many cases, the cognitive variations of our apprentices are not taken into account in
order to get them to develop those learning strategies that are more in line with their personal
learning styles.
Krashen's theories have generated significant changes in the process of teaching language
learning.
The essence of his theory is according to reality, more logical and definitely with much more
floor in an educator who faces the learning of a second language postulating that the true
acquisition of a language does not happen overnight, but is a slow process in which the ability to
speak arises after having developed the auditory ability for quite some time. But how does the
acquisition of language or a language occur? According to the author, the evidence supports a
simple hypothesis: we acquire the language when we understand the messages, that is when we
The different actors involved in the process of learning a second language have been positively
influenced by Krashen's theories that allow understanding the conditions that must be met to
obtain results in the acquisition and learning of a language different from the native "that
highlights the importance of the linguistic materials that are provided in the target language;
sufficient exposure must be produced to materials that are relevant or of interest to the receiver
in these materials, the text will not be comprehensible and the acquisition process will be
Krashen's theory led to subsequent developments in which it was observed that student
interaction and production are as important as the information that comes to him. When students
try to express themselves and make themselves understood in the target language, either in
interaction with their peers or the teacher, they are actively negotiating the input understood and
testing their assimilation. In contrast to Krashen's emphasis on input and the idea that there is no
need for production while the person does not feel ready or has the opportunity and wants to
express himself.
To conclude, it is relevant to express that the impact of Krashen theories in the language teaching
process have generated significant changes that allow bidders and applicants to obtain better
results in the processes and development of learning, where said actors must be aware of the
different situations and conditions so that the objective is reached and this is achieved when the
"learner obtains comprehensible data and when his effective filter is sufficiently open to allow
the entry of said data. That is to say, the only causative variable in the acquisition of languages is
Opinions
The criteria used in this essay is in accordance with Krashen's theories, but without examples or
cases in which these theories are applied in a classroom or in which way a non-native student can
acquire an understanding of the words and texts that are assigned, it is only briefly mentioned
that texts should be included with simple language but the idea of symbolic practice is not
expressed with the things of life, the everyday, which positively influences the expression that is
to speak about routines, the day to day in a meaningful way. The writing seemed very formal and
I would be better if you add more personal input of how you think these practices are effective
Romero, F. (2004). Electronic journal of education and psychology. Stephen d. krashen: reading
revistas.utp.edu.co/index.php/repes/article/download/5215/2501
de-segundas-lenguas/
International SIL (June 20, 2002). Summary of the five Krashen hypotheses. Retrieved from:
http://www.capacitar.sil.org/a2l/resum5.htm