Theory in Second Language Acquisition (Recognition of Concepts Toward Krashen's Second Language Acquisition Theory for Five Main Hypotheses)

Abstract

This research aims to understand the concept of second language acquisition theory according to Krashen and provide information about criticisms of Krashen's theory of second language acquisition. This research method employs a qualitative approach to delve into the concept of second language acquisition theory according to Krashen and criticisms thereof. The subjects of the study include literature sources encompassing theories of second language acquisition, works by Krashen, critical research on his theories, as well as insights from experts and practitioners. Data collection techniques involve literature analysis and expert interviews. Data will be thematically analyzed, involving steps such as identifying key concepts, reviewing criticisms, identifying components, analyzing main hypotheses, and searching for patterns in the data. The goal is to provide an in-depth understanding of Krashen's theory and its implications in second language education. The research findings indicate that Krashen's Theory of Second Language Acquisition consists of five main components that form five primary hypotheses. Firstly, the Acquisition-Learning hypothesis distinguishes between the acquisition and learning systems in understanding language acquisition. Secondly, the Natural Order hypothesis states that children acquire grammar structures in a natural order. Thirdly, the Monitor hypothesis explains the relationship between acquisition and learning and their influence on each other. Fourthly, the Input hypothesis emphasizes the importance of comprehensible input for language acquisition. Lastly, the Affective Filter hypothesis highlights the role of attitude towards language speakers in the second language acquisition process. However, there are several criticisms of these hypotheses. Firstly, the Acquisition-Learning hypothesis is questioned for its lack of evidence-based support. Secondly, the Natural Order hypothesis is criticized for neglecting the significant influence of the first language on second language acquisition. Thirdly, criticisms of the Monitor hypothesis include the impossibility of proving the role of the learning system as a monitor. Fourthly, the Input hypothesis faces criticism due to the lack of a clear definition of comprehensible input. Lastly, the Affective Filter hypothesis fails to address questions about the role of affect in individual variations in second language acquisition.