In second language acquisition research conducted in 1974-75, 1980 and 1987, it was postulated that the acquisition of grammatical forms followed a natural and predictable order. How this happens is contingent upon multiple factors. The learner’s age and the learner’s circumstances seemed not to be a significant influence on this natural order. Dr. Krashen makes the point that this does not mean some sort of curriculum should be devised based on this order.
Krashen’s entire point seems to be that there is a difference between the conscious learning of grammatical structures and the unconscious acquisition of speech, no matter the language. Acquisition of speech is far more important in the empowerment of someone who wants to speak the languagespoken fluency.
Critics would say Krashen has drawn too rigid a line between the learning and the acquiring of a second language. Some believe Krashen made these distinctions based on a specific or particular environment in which the learners were found and did not consider the classroom might be an environment that would have some importance in second language acquisition.
Krashen’s critics do...
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