Stephen Krashen draws a big distinction between learnt and acquired language, a distinction that has caused controversy in itself, quite apart from his ideas for promoting this acquisition. According to Krashen, students who are taught in a formal, form-focussed way will “learn” the language but never fully acquire it. Acquisition, which is the basis for all L1 knowledge, consists of rules and principles that are not available to conscious attention. By contrast, learnt language can only be used as a “monitor” (a check, as it were) to what we say in L2. Krashen argues this is the only use of learnt language and further goes on to say that learnt knowledge can never become acquired knowledge. Krashen’s model has thus been termed a “dual competence” model.

We now we move onto ways in which Krashen states that this acquisition can be promoted in the un-naturalistic setting of the classroom. The crux of Krashen’s theories is that students acquire (as opposed to learn) when they are able to understand something (primarily through context) that is a little above their current level of understanding. Continue reading →