Comparative framework of three SLA theories (Krashen, Complexity, Socio-cognitive) by philosophy and characteristics¶

Theory · All theories
Evidence · 5 claims (5 for) · 2 studies (1 review, 1 theoretical), q1–q2 · 0 of 2 report an effect size · 5 claims rest on one study

Description¶

The article analyzes and synthesizes Krashen's SLA Theory, Larsen-Freeman's Complexity Theory, and Atkinson's Socio-cognitive Theory along two axes: philosophy and nature/characteristics. It reports that the three theories "identify SLA as a complex process and a system," recognize SLA as cognitive but interrelated with other areas, and acknowledge that the environment affects SLA. Krashen's focus is comprehensible input, Complexity theory's focus is the context, and Socio-cognitive theory's focus is "the way the mind, body, and world work together."

Design Implications¶

Context¶

Requirements¶

• The framework requires analyzing the theories in the context of their philosophical differences and similarities, as the article states the theories need to be analyzed and synthesized

Constraints¶

• The article notes scholars have not extensively acknowledged any major SLA theory, and Complexity and Socio-cognitive approaches make no distinction between acquisition and learning

Target Learners¶

• second/foreign language learners

Target Learning Objectives¶

• oral communication competence in a second language

Claims¶

• Meaningful L2 learning is achieved through a conducive environment and authentic tasks and materials [+W]
• Fluency can have a high effect on accuracy, whereas accuracy will not lead to fluency [+W]
• Learner-centeredness is a universal theme across SLA theories and language teaching methods [+W]
• A learner's mother language affects second language acquisition, particularly in production of absent sounds [+W]
• A 1982 bilingual-education teacher-training packet asserts, citing Krashen, that repetitive drill and grammar-focused instruction are ineffective for second language acquisition [+M]

Related Theories¶

• Krashen's Monitor Model: five hypotheses distinguishing subconscious acquisition from conscious language learning
• Krashen's five hypotheses of second language acquisition as principles for bilingual program design
• Larsen-Freeman's tri-part grammatical framework: form, meaning, and pragmatics
• Krashen's five hypotheses (acquisition-learning, natural order, monitor, input, affective filter) serve as the principles for second language acquisition in bilingual programs

Examples¶

• The Fluency Way: a proposed lesson guide for oral English proficiency

Key Sources¶

• Faramarz Samifanni. (2020). The Fluency Way: A Functional Method for Oral Communication. English Language Teaching, 13(3). https://doi.org/10.5539/elt.v13n3p100