| In second language acquisition research conducted | | | | did not consider the classroom might be an |
| in 1974-75, 1980 and 1987, it was postulated that | | | | environment that would have some importance in |
| the acquisition of grammatical forms followed a | | | | second language acquisition. |
| natural and predictable order. How this happens is | | | | Krashen's critics do agree with him that the mass |
| contingent upon multiple factors. The learner's age | | | | teaching of a linguist's approach to cold, |
| and the learner's circumstances seemed not to be | | | | grammatical principles does not facilitate second |
| a significant influence on this natural order. Dr. | | | | language acquisition. They go on to suggest that |
| Krashen makes the point that this does not mean | | | | within a classroom, it would be best to help the |
| some sort of curriculum should be devised based | | | | student construct his own grammar so that he |
| on this order. | | | | might reach full mastery of the language. |
| Krashen's entire point seems to be that there is a | | | | This seems to me to be a throwback to some |
| difference between the conscious learning of | | | | earlier approaches in which the student, through |
| grammatical structures and the unconscious | | | | some kind of touchy-feely existential probing, |
| acquisition of speech, no matter the language. | | | | comes up with "his own grammar." |
| Acquisition of speech is far more important in the | | | | A natural order might, on the other hand, emerge |
| empowerment of someone who wants to speak | | | | in the process in which the child, or the second |
| the language-spoken fluency. | | | | language learner, hears hundreds upon thousands |
| Critics would say Krashen has drawn too rigid a | | | | of repetitions from those within the learner's |
| line between the learning and the acquiring of a | | | | environment who speak the language with correct |
| second language. Some believe Krashen made | | | | form and structure. This situation is where the |
| these distinctions based on a specific or particular | | | | unconscious assimilation of correctness comes. |
| environment in which the learners were found and | | | | Language is then acquired! |