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W: What does it mean?
女：这是什么意思?
M: OK. The first hypothesis is the acquisition and learning distinction hypothesis.
男：好的。第一个假设与习得和学习的区别有关。
M: According to Krashen, children acquire their first language largely unconsciously and automatically,
男：根据克拉申的说法，孩子们在很大程度上是在无意识的情况下自动习得第一语言，
M: but adults could only learn a second language consciously and effort fully.
男：但成年人只能有意识地、努力地学习第二语言。
M: And adults could indeed acquire the second language, at least in part.
男：成年人确实可以获得第二种语言，至少在某种程度上是这样。
W: Right. Then what's his second hypothesis?
女：对。那么他的第二个假设是什么?
M: His second hypothesis is the natural order in acquisition hypothesis.
男：他的第二个假设是习得中的自然顺序假设。
M: Basically, he means that the order in which learners acquire syntactic rules is the same in both languages.
男：基本上，他的意思是，学习者在两种语言中习得语法规则的顺序都是相同的。
W: Oh, that's something really new to me.
女：哦，这对我来说是个新观点。
M: The third hypothesis is the monitor hypothesis, which is central to his theory. Here again, we come across the distinction between acquisition and learning.
男：第三个假设是监测假设，这是理论的核心。这里又涉及了习得与学习之间的区别。
M: According to this hypothesis, the acquisition processes create sentences in the second language, right?
男：根据这个假设，习得过程负责想出第二语言的句子，对吗？
M: But learning enables the development of a monitoring process to check and edit this output. The monitor uses knowledge of the rules.
男：但是，学习使得监控过程有了检查和编辑句子的能力。这种监控运用了规则的知识。
M: That's why, as I said just now, learning is a conscious process.
男：这就是为什么，就像我刚才说的，学习是一个有意识的过程。
W: This mean, in learning, you use knowledge of the language to make sure what you say or write is correct. Is that so?
女：这就是说，在学习中，你使用语言的知识来确保你说的或写的东西是正确的。是这样吗?
M: Yes. His fourth hypothesis is the comprehensible input hypothesis.
男：是的。他的第四个假设是可理解的输入假设。
M: In order to move from one stage to the next, the learner must understand the meaning and the form of the input.
男：从一个阶段到另一个阶段，学习者必须理解输入的含义和形式。
M: This emphasizes the role of comprehension. And finally, the affective filter hypothesis.
男：这强调了理解的作用。最后，情感过滤假说。
M: This suggests attitude and emotional factors are also important in second language acquisition.
男：这表明态度和情感因素在第二语言习得中也很重要。
W: I guess Krashen's model has provided a useful framework for second language learning.
女：我想克拉申的模型为第二语言学习提供了一个有用的框架。
M: Yes, it indeed has and it has also proved to be one of the most influential theoretical approaches to teaching a second language.
男：是的，的确如此，而且它也被证明是教授第二语言最具影响力的理论方法之一。
W: OK, Dr. Harley. Thank you once again for talking to us about second language acquisition.
女：好是，哈利博士。再次感谢您与我们讨论第二语言习得。
M: Pleasure.
男：我也非常高兴。
