Article ID Journal Published Year Pages File Type
366234 Linguistics and Education 2011 11 Pages PDF
Abstract

Stephen Krashen's theories can appear ‘seductive’ to teachers of languages, in that they identify a seemingly clear way forward for language acquisition in the classroom. However, reification of Krashen's theories, in particular the notion of attaining ‘i + 1’ through comprehensible input, is demonstrated to be problematic. Based on empirical data drawn from an exploratory small-scale study in the north of England, this paper shows how an attempt at ‘acquisition’ that is planned and adapted from principles of ‘i + 1’ evolves into structured ‘learning’ in a format probably anathema to Stephen Krashen. It is concluded that Krashen's theories seem plausible but prove to be flawed and incoherent when applied in the ‘real’ languages classroom.

► I research Krashen's theories of SLA by means of an exploratory case study. ► Reification sees the ‘net’ of comprehensible input evolve into a structured approach. ► Findings expose the flaws in Krashen's theories when reified in the ‘real’ classroom.

Related Topics
Social Sciences and Humanities Arts and Humanities Language and Linguistics
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