Hypothesis For Learning Acquisition

There are a set of five hypotheses for learning acquisition according to Krashen's widely known and well-accepted description.

The Acquisition/Learning Hypothesis: In its most general version, the Acquisition / Learning Distinction Hypothesis is deemed to be the most salient all the hypotheses in Krashen's theory as well as the most recognized and valued conceptualization by most linguists and language practitioners. In practice, Krashen postulates that there are two independent systems in a second language competence: 'the acquired system' and 'the learned system'. On the one hand, the 'acquired system' or 'acquisition' is the inevitable corollary of a subconscious and intuitive process of constructing the system of a language, paralleling

On balance, the language in its written form is the center of attention and the pivotal responsibility of the learners is to comprehend the structure and rules of the language whose parts are dissected and analyzed. Coupled with intellectual effort and deductive reasoning, the form is of greater importance than communication. Likewise, teaching and learning are technical and inextricably linked with a syllabus.In the same way, error correction is steadfast in leaving little room for the quality of being spontaneous. In closing, the teacher is an authority figure, but the participation of the student is predominantly passive despite this.For one thing, the student will learn how to make interrogative and negative sentences, memorize irregular verbs, study modal verbs, learn how to form the perfect tense, etc., but hardly ever understands the use of these structures in conversation. In the case of language learning, one may be able to recite the fact when specifically asked, but is unlikely to use this knowledge in conversation. Importantly, Krashen insists that language acquisition does not require extensive use of conscious grammatical rules and does not require