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Relevant bibliographies by topics / Stephen Krashen

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Academic literature on the topic 'Stephen Krashen'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "Stephen Krashen"

1

Rodrigo, Victoria, and Juan de Dios Villanueva Roa. "Entrevista a Stephen Krashen." Investigaciones Sobre Lectura, no. 2 (October 10, 2014): 88–94. http://dx.doi.org/10.37132/isl.v0i2.7.

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2

Rodrigo, Victoria, and Juan de Dios Villanueva Roa. "Entrevista a Stephen Krashen." Investigaciones Sobre Lectura, no. 2 (October 10, 2014): 88–94. http://dx.doi.org/10.24310/revistaisl.vi2.10947.

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3

Wang, Marian. "Dr. Stephen Krashen answers questions on The Comprehension Hypothesis Extended." Language Teacher 37, no. 1 (2013): 25. http://dx.doi.org/10.37546/jalttlt37.1-5.

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Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for developing the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach to foreign language teaching. He has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. He is the author of The Power of Reading (2004) and Explorations in Language Acquisition and Use (2003). His recent papers can be found at < www.sdkrashen.com>. JALT’s Extensive Reading SIG brought Dr. Stephen D. Krashen to the Fifth Annual Extensive Reading in Japan Seminar, and on July 3rd, he spoke to approximately 150 people at Kobe’s International House. Kobe JALT’s Membership Chair prepared a form for participants to write down questions for Dr. Krashen. The following questions received responses and have been modified for brevity and accuracy.

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4

Febriani, Suci Ramadhanti, Wildana Wargadinata, and Zainul Arifin. "The Philosophy of Language Acquisition in Stephen Krashen's Theory based Multiple Intelligences Classroom." International Journal of Arabic Language Teaching 3, no. 01 (2021): 1. http://dx.doi.org/10.32332/ijalt.v3i01.2417.

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Language acquisition and language learning among scientists tend to be different. This is based on the fact that the language acquisition process is supported unconsciously and is limited to a certain time. Meanwhile, the language learning process can be done consciously and is not limited by time. Through these two arguments, according to Stephen Krashen the acquisition process has certain characteristics. He believes that language acquisition can be obtained in adults. Based on this information, the researcher wants to describe and analyze the philosophy that encourages Stephen Krashen to develop a theory of language acquisition through classroom management based on Multiple Intelligences. This study used a qualitative research design with a case study method at SD Plus Al-Kaustar Malang, Indonesia. Data collection included observation, interview and documentation study through an analysis technique consisting of three steps; data collection, reduction and conclusion. The results showed that the philosophical background built in the theory of Stephen Krashen based on Multiple Intelligences is a empiricism philosopgy. This is known through the process of language acquisition which is formed through an adequate language environment carried out by the sensory experiences of students with the help of their cognitive thinking processes. These findings indicate that language acquisition can be done through a good environmental design even though it has passed the age limit for first language acquisition.

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5

Arifn, Muhammad Syamsul, and Mohammad Syifaurrosyidin. "Nadzariyyātu Stephen Krashen An Ta’līm Mahārati Al-Kalām." LISANUDHAD 7, no. 2 (2020): 165. http://dx.doi.org/10.21111/lisanudhad.v7i2.6750.

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6

Bailey, Francis, and Ahmed Kadhum Fahad. "Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning." Arab World English Journal 12, no. 2 (2021): 540–50. http://dx.doi.org/10.24093/awej/vol12no2.36.

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Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

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7

Callegari, Marília Oliveira Vasques. "Reflexões sobre o modelo de aquisição de segundas línguas de Stephen Krashen: uma ponte entre a teoria e a prática em sala de aula." Trabalhos em Linguística Aplicada 45, no. 1 (2006): 87–101. http://dx.doi.org/10.1590/s0103-18132006000100006.

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Baseando-se em algumas das principais idéias levantadas pelo lingüista norte-americano Stephen Krashen em seu Modelo do Monitor, este artigo se propõe a analisar criticamente alguns conceitos presentes nessa teoria e, principalmente, verificar de que forma o professor de línguas estrangeiras pode beneficiar-se das cinco hipóteses levantadas ao longo de seu estudo, durante as aulas de língua estrangeira em contextos formais de aprendizagem.

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8

Trottier, Michel N. "Towards a Sociocultural Perspective on Korean English Villages: A Reply to Stephen Krashen." International Journal of Pedagogies and Learning 4, no. 1 (2008): 71–91. http://dx.doi.org/10.5172/ijpl.4.1.71.

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9

Ramahlo, Michelle. "On starting to teach using CI." Journal of Classics Teaching 20, no. 39 (2019): 45–50. http://dx.doi.org/10.1017/s2058631019000072.

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According to Second Language Acquisition (SLA) theory, developed by Stephen Krashen, the way humans acquire languages is through receiving input, usually aural, that is understandable; this is termed ‘Comprehensible Input’ (CI). Think, for example, of a parent talking to their child: when they ask the child, ‘Do you want milk?’, the milk is visible, tangible. The child understands that they are being offered milk. Parents don't just say this once, they offer it hundreds, even thousands of times. According to this hypothesis, the input (the parent talking) is comprehensible (the child understands it); the brain is trained to automatically make meaning.

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10

Raimes, Ann. "Writing: Research, Theory, And Applications. Stephen D. Krashen. Oxford: Pergamon Press, 1984. Pp. vi + 49." Studies in Second Language Acquisition 8, no. 2 (1986): 234–37. http://dx.doi.org/10.1017/s0272263100006197.

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