Stephen Krashen 的第二语言习得理论

Language acquisition does not require extensive use of conscious grammatical rules and does not require tedious drills. 语言习得不需要大量使用有意识的语法规则，也不需要繁琐的练习。

Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.习得需要在目标语言中进行有意义的互动——自然交流——说话者关心的不是他们说话的形式，而是他们传达和理解的信息。

... 'comprehensible input' is the crucial and necessary ingredient for the acquisition of language....“可理解的输入【聆听】”是语言习得的关键和必要因素。 

The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.因此，最好的方法是那些在低焦虑情况下提供“可理解输入【聆听】”的方法，其中包含学生真正想听的信息。这些方法不强制早期使用第二语言进行创作，而是允许学生在“准备好”时进行创作，认识到改进来自于提供沟通性和可理解的输入，而不是来自强迫和纠正创作。

In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful.在现实世界中，与愿意帮助收购方【第二语言获得者】理解的富有同情心的母语人士进行对话非常有帮助。

Stephen Krashen斯蒂芬克拉申

The 5 hypotheses of Krashen's Theory of Second Language Acquisition克拉申二语习得理论的五个假设

Krashen's theory of second language acquisition consists of five main hypotheses: Krashen 的第二语言习得理论包括五个主要假设：

the Acquisition-Learning hypothesis;习得-学习假说；

the Monitor hypothesis;监控假说；

the Input hypothesis;输入假设；

and the Affective Filter hypothesis;和情感过滤假说；

the Natural Order hypothesis.自然秩序假说。

The Acquisition-Learning distinction is the most fundamental of the five hypotheses in Krashen's theory and the most widely known among linguists and language teachers. According to Krashen, there are two independent systems of foreign language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.习得-学习的区别是 Krashen 理论中五个假设中最基本的，也是语言学家和语言教师中最广为人知的。根据 Krashen 的说法，外语表现有两个独立的系统：“先天习得（获得）系统”和“后天学习系统”。 “获得的系统”或“习得”是潜意识过程的产物，与儿童获得第一语言时所经历的过程非常相似。它需要在目标语言中进行有意义的互动——自然交流——在这种交流中，说话者的注意力不是集中在他们的话语形式上，而是集中在交际行为上。

The "learned system" or "learning" is the product of formal instruction(校园教学) and it comprises a conscious process that results in conscious knowledge 'about' the language, for example, knowledge of grammar rules. A deductive approach in a teacher-centered setting produces "learning", while an inductive approach in a student-centered setting leads to "acquisition".“学习系统”或“学习”是正式教学的产物，它包含一个有意识的过程，该过程导致有意识地“了解”语言知识，例如语法规则知识。在以教师为中心的环境中，演绎方法会产生“学习”【言传身教】，而在以学生为中心的环境中，归纳方法会导致“习得”。

According to Krashen 'learning' is less important than 'acquisition'. (See here our in-depth analysis of the Acquisition/Learning hypothesis and its implications).根据 Krashen 的说法，“学习”不如“习得”重要。 （在此处查看我们对习得/学习假设及其影响的深入分析）。