Note: The following guest post by Stephen Krashen concerns an article recently reviewed on TBL.
I comment on two statements in K. Nielson’s paper, “Self-study with language learning software in the workplace: What happens?” published in Language Learning and Technology, 2011, 15 (3): 110-129.
The first is the claim that Rosetta Stone is based on my work. Nielson cites Saury (1998), who cites promotional literature from Rosetta Stone saying that Rosetta Stone is based on the comprehension approach. I was not aware of this until Nielson’s paper brought it to my attention. I must point out that I have had no connection of any kind with Rosetta Stone. I played no role in developing its approach, nor have I analyzed it. I do not know if it is in reality consistent with my work. I am not responsible for Rosetta Stone’s failures or successes.
The second concerns Nielson’s statement that my work has “fallen out of favor in more recent SLA research” but provides no clear details or any citations. This statement violates a core academic principle of providing empirical support for claims.
I have attempted to respond to every empirical criticism of my positions since the 1970‘s and continue to do so. I have published far too many responses to list here, but the following are some of my responses published in the last decade (see also papers available at www.sdkrashen.com):
Krashen, S. 2003. Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann.
Krashen, S. 2004. False claims about literacy development. Educational Leadership 61(6): 18-21.
Krashen, S. 2004. Skyrocketing scores: An urban legend. Educational Leadership 62(4): 37-39.
Krashen, S. 2009. The Comprehension Hypothesis extended. In T. Piske and M. Young-Scholten (Eds.) Input Matters in SLA. Bristol: Multilingual Matters. pp. 81-94.
Krashen, S. 2010. The Goodman-Smith hypothesis, the input hypothesis, the comprehension hypothesis and the (even stronger) case for free voluntary reading. In P. Anders (Ed.), Defying Convention, Inventing the Future in Literacy Research and Practice: Essays in Tribute to Ken and Yetta Goodman. New York: Routledge.
References
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