Krashen's Acquisition Learning Hypothesis

The acquisition learning hypothesis is the most fundamental of all hypothesis in Stephen Krashen’s theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: “the acquired system” and “the learned system”.
The acquired system or acquisition is the product of a subconscious process very similar to the process children undergo when they acquire their first language. This involves developing the skills of interacting with foreigners to understand them and speak their language. It requires meaningful interaction in the target language – natural communication – in which speakers are concentrated not in the form of their utterances but in the communicative act.
The learned system or learning is the product of formal instruction and it comprises conscious process which results in conscious knowledge about the language, for example knowledge of grammar rule. This process involves receiving information about the language, transforming it into knowledge through intellectual effort and storing it through memorization. According to Krashen “learning” is less important than “acquisition”.
In this theory Krashen concludes that language acquisition is more efficient than language learning for attaining functional skills in foreign language and that the efficient teaching of language is not that tied to a package course of structured lessons nor is the one that relies on technological resources. Efficient teaching is personalized, based on personal skills of facilitator in creating situations of real communication focusing on the students’ interests and taking place in bicultural environment.