Which Krashen hypothesis states that language is acquired in a natural order regardless of explicit instruction?

Which Krashen hypothesis states that language is acquired in a natural order regardless of explicit instruction?

• A. Input Hypothesis
• B. Natural Order Hypothesis
• C. Monitor Hypothesis
• D. Acquisition-Learning Hypothesis

Answer: (B)

Some language features tend to appear in a fixed order as learners acquire them, and this order tends to hold across learners regardless of explicit instruction. This is the Natural Order Hypothesis. It posits that grammatical structures are acquired in a predictable sequence, driven by internal development rather than by teaching rules, and that while explicit instruction can affect how quickly a learner progresses, it doesn’t typically change the order in which forms are acquired. That’s why the statement describing a natural, predictable sequence independent of instruction is the best match. For contrast, the other ideas focus on different aspects: one emphasizes that understanding input slightly above a learner’s current level drives acquisition; another suggests that explicit rules and conscious monitoring influence performance more than the underlying competence; and another distinguishes between what is acquired subconsciously through meaningful use versus what is learned consciously through study. None of these claim a fixed, universal order of acquisition independent of instruction in the way the Natural Order Hypothesis does.

Some language features tend to appear in a fixed order as learners acquire them, and this order tends to hold across learners regardless of explicit instruction. This is the Natural Order Hypothesis. It posits that grammatical structures are acquired in a predictable sequence, driven by internal development rather than by teaching rules, and that while explicit instruction can affect how quickly a learner progresses, it doesn’t typically change the order in which forms are acquired. That’s why the statement describing a natural, predictable sequence independent of instruction is the best match.

For contrast, the other ideas focus on different aspects: one emphasizes that understanding input slightly above a learner’s current level drives acquisition; another suggests that explicit rules and conscious monitoring influence performance more than the underlying competence; and another distinguishes between what is acquired subconsciously through meaningful use versus what is learned consciously through study. None of these claim a fixed, universal order of acquisition independent of instruction in the way the Natural Order Hypothesis does.