Takeaways from the podcast The Groundbreaking Approach to Language Acquisition by S. Krashen

Stephen Krashen is a linguist and educational researcher. He had his PhD in Linguistics and has written a lot of papers, books, and articles on the second-language acquisition, bilingual education, and reading. He is famous for different hypotheses about the second-language acquisition, such as the Acquisition-Learning hypothesis, the Input Hypothesis, the Affective Filter hypothesis and others. 

In a new episode of the podcast ‘The Groundbreaking Approach to Language Acquisition’ from March 2020, he addresses a number of issues, some of which are still quite controversial. In today’s article, we will take a look at Krashen’s main ideas.

There is a huge difference between language learning and language acquisition

Language learning is basically about studying grammar, learning the rules, memorizing vocabulary and talking about the language. Krashen says that conscious learning may lead you to the successful application of the rules in speaking or writing only if three conditions are met:

• you have enough time;
• you know the rule;
• you are concentrating on the rule.

All three are hardly ever met together in real life, and a perfect situation for demonstrating your success in language learning is a grammar test.

Unlike language learning, language acquisition is a subconscious process. We might acquire the language without even being aware of it. This is very similar to the way we deal with our mother tongue. We acquire language when we understand what people are saying not how it is said. Do you remember a situation when you didn’t know the rule but were absolutely sure that you were using the language correctly? This is an example of a successful language acquisition. Dr Krashen says that ‘learning the rules is a hobby’ which has little to do with fluency or even accuracy.

Compelling comprehensible input is the key

We do not acquire language by producing it, i.e. by speaking or writing. Neither do we acquire it by learning grammar or memorizing innumerous collocations. We acquire language in one way only  — by understanding comprehensible input. Which means learners progress in their knowledge of the language when they comprehend language input that is slightly more difficult than their current level.

People pay attention to the input more when this input is interesting or  — even better  — compelling. Dr Krashen mentions a study where there were two groups of students. One group was only given input: they were mainly reading or listening. The other group had to actually produce some language too. When, after some time, the groups’ general performance was studied, it turned out that the learners from the ‘input only’ group showed better overall results. Krashen says that language acquisition doesn’t happen by forcing production. On the contrary, such forcing can be extremely uncomfortable for many people, turning their language learning process into quite a painful experience. 

An example of Scandinavian countries also supports the above-mentioned ideas. People from these countries generally demonstrate a very high level of English. One of the reasons might be the fact that English films are not dubbed there and come with subtitles only. This way, people get a lot of regular input which is definitely compelling as they choose the films according to their tastes and preferences.

Don’t underestimate reading

Schools practising communicative approach often promise that a student will start speaking during the very first lesson. However, Krashen claims that such forced speaking can be counterproductive. According to his ideas, the best way of acquiring language is reading  — and time. Stories are also extremely beneficial. They can precede reading and give a lot of language material to be acquired. The ‘reading phase’ can take 1-2 years of easy reading, which is, for example, graded readers. Instead of ‘rushing into hard stuff’, it’s better to give yourself some time and enjoy a compelling book that will make you forget that you are actually learning something. It was also mentioned that the more we read, the better vocabulary, sense of writing style, empathy, understanding and knowledge of science and the world in general we develop. It applies to reading in L1 as well, by the way. Check the podcast out if you want to know why this point was illustrated by Trump and Obama as an example. 

There is no such thing as a ‘gift for languages’ or ‘perfect age’

‘Everybody’s gifted if the input is right!’  — Stephen Krashen says. He also mentions that a popular idea that children learn languages way faster than adults is wrong. Statistically, older children acquire languages faster than younger children, and adults faster than kids. It happens so because the older we get, the more background knowledge we have. This knowledge enlarges our choice of sources for comprehensible input: we have access to more books, websites, podcasts and so on. There was an example of Steve Kaufman, a Swedish-born Canadian polyglot, who knows 20 languages as of 2020. He has learnt 8 of these languages since age 62. Krashen says that such people are not ‘an exception’ in any way. 

Eventually. Dr Krashen states that quite a lot of modern schools teach the language ineffectively. They focus on memorizing vocabulary and learning grammar rules consciously and then practising them in output until they become «automatic». A lot of things are done in a rush, and the input is sometimes neither compelling nor comprehensible. As a result, students might struggle a great deal and fail to achieve desired outcomes. 

Would you like to know what Stephen Krashen has to do with Arnold Schwarzenegger?  What is the secret of his success? What does he think of having an accent? Have a listen then, this podcast will give you a lot of comprehensible input!

Speaking activities are, obviously, essential for English language speaking classes. A lot of students join classes particularly to develop their communicative competence, become more fluent, versatile, adaptable, and confident communicators in English. However, designing speaking activities might be time-consuming and nerve-wracking for any teacher. We have prepared a memo with superb ready-made speaking tasks that will make your student talking. Download it here.