Stephen Krashen (born 1941) is professor emeritus at the University of Southern California, who moved from the linguistics department to the faculty of the School of Education in 1994. He is a linguist, educational researcher, and political activist.
Work
Stephen Krashen received a PhD. in Linguistics from the University of California, Los Angeles in 1972. Krashen has among papers (peer-reviewed and not) and books, more than 486 publications, contributing to the fields of second-language acquisition, bilingual education, and reading. He is known for introducing various hypotheses related to second-language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter, and the natural order hypothesis.[4] Most recently, Krashen promotes the use of free voluntary reading during second-language acquisition, which he says “is the most powerful tool we have in language education, first and second.”
Awards
- 1985: co-winner of the Pimsleur Award, given by the American Council of Foreign Language Teachers for the best published article
- 1986: his paper “Lateralisation, language learning and the critical period” was selected as Citation Class by Current Contents
- 1993: the Distinguished Presentation related to School Library Media Centers, was awarded to by editors of the School Library Media Annual
- 1982: winner of the Mildenberger Award, given for his book, Second Language Acquisition and Second Language Learning (Prentice-Hall)
- 2005: Krashen was inducted into the International Reading Association’s Reading Hall of Fame.
- 2005: elected at the National Association for Bilingual Education Executive Board.
Writing
- Krashen, Stephen D. (1981). Second Language Acquisition and Second Language Learning (PDF). Oxford: Pergamon.
- Krashen, Stephen D. (1982). Principles and Practice in Second Language Acquisition (PDF). Oxford: Pergamon.
- Krashen, Stephen D.; Terrell, Tracy D. (1983). The natural approach: Language acquisition in the classroom (PDF). New York: Prentice-Hall.
- Krashen, Stephen D. (1985), The Input Hypothesis: Issues and Implications, New York: Longman
- Krashen, Stephen D. (1989), “We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis”, The Modern Language Journal, 73 (4): 440–464, doi:10.1111/j.1540-4781.1989.tb05325.x, JSTOR 326879
- Krashen, Stephen D. (1996), “The case for narrow listening”, System, 24 (1): 97–100, doi:10.1016/0346-251X(95)00054-N
- Mason, Beniko; Krashen, Stephen D. (1997), “Extensive reading in English as a foreign language”, System, 25 (1): 91–102, doi:10.1016/S0346-251X(96)00063-2
- Krashen, Stephen D. (2002), “The Comprehension Hypothesis and its Rivals”, Selected papers from the Eleventh International Symposium on English Teaching/Fourth Pan-Asian Conference, Taipei: Crane Publishing Company, pp. 395–404
- Krashen, Stephen D. (2003), Explorations in Language Acquisition and Use (PDF), Portsmouth: NH: Heinemann.
- McQuillan, Jeff; Krashen, Stephen D. (2008), “Commentary: Can free reading take you all the way? A response to Cobb (2007)”, Language Learning & Technology, 6 (27): 104–109
- Jarvis, Huw; Krashen, Stephen D. (2014), “Is CALL obsolete? Language Acquisition and Language Learning Revisited in a Digital Age”, TESL-EJ, 17 (4): 1–6, ISSN 1072-4303
REFERENCE
Stephen Krashen. In: Wikipedia, the free encyclopedia. Available in: <https://en.wikipedia.org/wiki/Stephen_Krashen> Access on Dec 03, 2018.
Krashen's Second Language Acquisition Theory 