APPLYING KRASHEN'S HYPOTHESES TO DIFFERENTIATED INSTRUCTION: A TESOL CASE STUDY BASED ON LEARNER PROFILES

This article examines the application of Krashen’s Second Language Acquisition hypotheses to differentiated instruction in a TESOL context. The study is based on the analysis of two learner profiles representing contrasting linguistic backgrounds, affective factors, and learning preferences. Using the Input Hypothesis, Affective Filter Hypothesis, and Monitor Hypothesis as an analytical framework, the paper demonstrates how theoretical principles can inform practical classroom decisions. The findings suggest that contextualized input, emotionally supportive learning environments, and fluency-oriented tasks play a crucial role in facilitating effective language acquisition. The study contributes to practice-oriented TESOL research by illustrating how SLA theory can be operationalized through learner-centered instructional design本文探讨了克拉申第二语言习得（Second Language Acquisition，SLA）假说在英语作为第二语言教学（Teaching English to Speakers of Other Languages，TESOL）语境下差异化教学中的应用。本研究基于对两份代表迥异语言背景、情感因素与学习偏好的学习者画像的分析展开。研究以输入假说（Input Hypothesis）、情感过滤假说（Affective Filter Hypothesis）与监察假说（Monitor Hypothesis）作为分析框架，阐明了理论原则如何为课堂实践决策提供指导。研究结果表明，情境化输入、情感支持型学习环境与以流利性为导向的教学任务，对促进高效语言习得具有关键作用。本研究通过阐释如何以学习者为中心的教学设计将第二语言习得理论付诸实践，为面向实践的英语作为第二语言教学研究贡献了实践参考。