Supplementing Krashen's SLA theory

On the basis of the author's reflections upon pertaining readings and observations from the author's English teaching, tutoring and learning experiences, this paper aims to clarify some researchers' misinterpretations of American scholar Steven Krashen's Second Language Acquisiti...

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Bibliographic Details
Published in:US-China foreign language 2008-07, Vol.6 (7), p.15-18
Main Author: Xiao, Yue-hai
Format: Article
Language:English
Online Access:Get full text
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Summary:On the basis of the author's reflections upon pertaining readings and observations from the author's English teaching, tutoring and learning experiences, this paper aims to clarify some researchers' misinterpretations of American scholar Steven Krashen's Second Language Acquisition (SLA) theory and discuss its defects in terms of the roles of grammar, first language (L1) and output as well as the acquisition processes of language skills of child and adult learners. This paper contends that grammar knowledge can facilitate comprehension of input and promote and monitor output, that Krashen's SLA theory underestimates the positive effects of L1 and its SLA mechanism fails to recognize the difference between the sequence of the language skills during the SLA processes of child and adult learners, and that comprehensible input does not automatically guarantee successful output. Adapted from the source document
ISSN:1539-8080