Acquired Versus Learned Systems in Second Language Acquisition: A Review of Studies Based on Krashen’s Hypothesis

Abstract

This research aimed to explore the contribution of Krashen’s learned-acquisition hypothesis within the context of second language education. Due to a lack of empirical research exploring teaching methods specifically founded upon the learned and acquisition systems of the said hypothesis, a contingent approach was taken whereby the learned system was deemed congruent with teacher-centred learning and the acquisition system was reflective of student-centred learning due to the conscious and subconscious components, respectively. This research adopted a secondary methodological approach to permit the design and completion of a literature review, which was needed to collectively evaluate original (primary) evidence sources regarding evidence for or against Krashen’s theory of second language acquisition and an acquisition-learning distinction. The findings of the research showed that student-centred learning offers varied advantages over teacher-centred learning in terms of outcomes of value within second language education. Moreover, the findings showed that student-centred learning was associated with meaningful and statistically significant improvements in students’ affective wellbeing and academic performance within second language education. Such findings were observed across child and young adult student groups and thus, show the dynamic utility of student-orientated learning for enhancing education quality and related outcomes.