The Influence of Krashen's Theories upon Language Teaching Methods and Approaches

Stephen Krashen's theory of second language acquisition (SLA) has influenced a number of different methods and approaches to language teaching. Here are some examples:

1. The Natural Approach: The Natural Approach to language teaching is based on Krashen's hypotheses about language acquisition, particularly the Input Hypothesis and Affective Filter Hypothesis. This approach emphasizes the importance of comprehensible input and minimizing anxiety and negative affective factors in the language learning environment.

2. The Communicative Approach: The Communicative Approach is an approach to language teaching that emphasizes the development of communicative competence, or the ability to use language effectively in real-life situations. This approach draws on Krashen's idea of language acquisition as a subconscious, natural process, but also emphasizes the importance of communicative practice and meaningful interaction in the language classroom.

3. Content-Based Instruction: Content-Based Instruction (CBI) is an approach to language teaching that integrates language instruction with subject-matter content, such as science or history. This approach draws on Krashen's Input Hypothesis and Natural Order Hypothesis, as well as the idea that learners acquire language best when it is presented in a meaningful, relevant context.

4. Task-Based Language Teaching: Task-Based Language Teaching (TBLT) is an approach to language teaching that emphasizes the use of tasks or real-life problems as the basis for language learning activities. This approach draws on Krashen's idea of communicative competence and the importance of language use in real-life situations.

5. Total Physical Response: Total Physical Response (TPR) is a method of language teaching that emphasizes the use of physical movement and action as a means of reinforcing language learning. This method is based on Krashen's Input Hypothesis and the idea that language acquisition is facilitated by subconscious, nonverbal learning.

These different methods and approaches to language teaching draw on different aspects of Krashen's theoretical model of SLA, and each has its own strengths and weaknesses depending on the learner's needs, goals, and context.

References

Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon.

Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.

Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.

Krashen, S. (1994). The input hypothesis and its rivals. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-77). San Diego, CA: Academic Press.

Krashen, S. (2003). Explorations in language acquisition and use: The Taipei lectures. Portsmouth, NH: Heinemann.