Acquisition Learning Hypothesis explores how students acquire and learn a second language. Discover how this theory applies to Korean learners and how teachers can use it to improve English instruction.
❚ What Is the Acquisition Learning Hypothesis?
The Acquisition Learning Hypothesis, introduced by linguist Stephen Krashen, distinguishes between two ways of developing language skills: acquisition and learning.
- Acquisition is a subconscious process—similar to how children pick up their first language. It happens naturally through meaningful interaction in real-life situations. The speaker is usually unaware that they are "learning" a language.
- Learning, on the other hand, is a conscious process that involves studying grammar rules, vocabulary lists, and formal instruction. It's more academic and requires intentional effort.
Krashen argued that acquisition is far more powerful than learning when it comes to developing true language fluency. According to his theory, only language that is acquired, not learned, is readily available for spontaneous communication.
❚ How Korean Students Typically Learn English
In Korea, English education traditionally focuses on learning rather than acquisition. Starting from a young age, students often:
- Memorize vocabulary lists
- Practice grammar drills
- Prepare for standardized tests like TOEIC or TOEFL
These methods prioritize conscious learning over immersive acquisition. As a result, many Korean students perform well on exams but struggle to speak naturally in real-life situations.
This disconnect highlights the importance of incorporating acquisition-based methods into classrooms, especially for speaking and listening development.
❚ Why This Theory Matters for English Teachers in Korea
Understanding the Acquisition Learning Hypothesis helps English teachers create more effective lessons. If you teach in Korea, you may notice that students are:
- Excellent at grammar but hesitant to speak
- More comfortable with reading than listening
- Focused on accuracy rather than fluency
To counter this, ESL teachers can focus more on acquisition-friendly activities, such as:
- Storytelling and roleplay
- Real-life dialogues and group discussions
- Watching English videos with subtitles
- Games and tasks that promote natural language use
These strategies create opportunities for students to use English in context, which is essential for acquisition.
❚ Balancing Acquisition and Learning in the Classroom
Although Krashen emphasizes acquisition, both processes are important. Here's how teachers can balance the two in a Korean classroom:
| Acquisition Strategies | Learning Strategies |
| Conversation practice | Grammar explanations |
| Listening to stories | Vocabulary quizzes |
| Task-based projects | Error correction |
❚ Conclusion: Teaching English with the Acquisition Learning Hypothesis
The Acquisition Learning Hypothesis offers valuable insights for teaching English in Korea. By focusing more on natural interaction and real-world exposure, teachers can help students move beyond test prep and toward true fluency.
Instead of treating acquisition and learning as rivals, consider them complementary tools. When used together, they provide a solid foundation for English success—especially for Korean learners who may have strong grammar skills but need more practice speaking with confidence.