Krashen’s Five Proposals on Language Learning: Are They Valid in Libyan EFL Classes

Ibrahim Abukhattala

English Language Teaching, 2013, vol. 6, issue 1, 128

Abstract: The most remarkable theory which aims to offer an overall explanation for SLA is Krashen’s Monitor Theory. As documented by the professional literature, although it has received a great deal of criticism, this theory has had a great influence on all aspect of second language research and teaching since the 1980s. Krashen’s theory seems to be attractive to many language teachers all over the world. Based on my experience as an EFL teacher and researcher, I attempt to provide a critical analysis of the theory’s five main hypotheses and the applicability of these proposals in foreign language contexts.

Date: 2013
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/23051/14801 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/23051 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:6:y:2013:i:1:p:128

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().