Krashen’s Theory of Second Language Acquisition: A Practical Approach for English Language Classrooms
Every theory had a detailed experimentation and effort to bring changes or improvement in the existing system. Theories and researches are like a light that makes the vision more visible for the further voyage. There are a wide variety of theories also avail in the arena of second language education which had developed for the easy transaction of the second language among the learners. The term ‘second language’ is delineated as the language, a person obtains after his /her first language. Stephen D Krashen, a linguist as well as an educationist, had introduced the second language acquisition theory in the year 1981. His theory mainly spotlights the possibility of five hypotheses which concentrate on the importance of the acquisition of a second language rather than learning. They are acquisition-learning hypothesis, monitor hypothesis, natural-order hypothesis input hypothesis, and affective-filter hypothesis. This theory had received enough criticism mainly because of its vagueness. Even though, the different studies in the area of second language acquisition have supported the feasibility and the practicability of Krashen’s theory of second language acquisition on English as a second language classroom application. This article tries to give a major focus on the feasibility of Krashen’s second language acquisition theory with reference to its criticism.
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