Language Acquisition vs. Learning: Exploring Krashen’s and Dekeyser’s Theories
Language Acquisition vs. Learning: Contrasting Perspectives
A) Krashen’s Theory of Language Acquisition and Learning
Stephen Krashen, a prominent linguist, proposes two distinct ways to develop language competence: acquisition and learning. Acquisition, similar to how children learn their first language, is a subconscious process where individuals are unaware of the rules they are acquiring. Learning, on the other hand, is a conscious process involving explicit study and analysis of grammar rules.
Key Characteristics of Acquisition:
- Unconscious and informal process
- Focus on communication and meaning
- Outcome: Acquired competence (subconscious, difficult to verbalize)
Key Characteristics of Learning:
- Conscious and formal process
- Focus on grammar rules and form
- Outcome: Learned competence (conscious, easy to verbalize)
Krashen’s Monitor Hypothesis:
Krashen argues that the acquired and learned systems operate independently. The learned system acts as a monitor or editor, making corrections to the output produced by the acquired system. This monitoring requires time, focus on form, and knowledge of the rules.
Krashen’s Stance on Explicit Grammar Teaching:
Krashen rejects explicit grammar teaching, advocating for language instruction focused on authentic and meaningful activities that promote implicit learning and acquisition.
B) Strong Interface Position (Dekeyser, Sharwood-Smith & O’Malley)
Opposing Krashen’s view, Dekeyser and others propose that explicit knowledge can gradually transform into implicit knowledge through practice. Dekeyser outlines three stages of linguistic knowledge development:
- Declarative knowledge (knowing about)
- Procedural knowledge (knowing how)
- Automated knowledge
This transformation occurs through proceduralization and automatization, where declarative knowledge becomes a skill through practice and eventually becomes automatic.