Krashen's Input Hypotheses
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This document summarizes Stephen Krashen's Input Hypothesis of second language acquisition. The hypothesis proposes that acquisition occurs through comprehensible input that is slightly above a learner's current level. It also describes four other hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis. Criticisms of Krashen's hypotheses are outlined, including that they do not sufficiently distinguish between conscious and unconscious learning. The document also discusses Merrill Swain's Output Hypothesis, which argues that output also plays an important role in developing language proficiency.
Krashen's Input Hypotheses
- 1. Krashen’s Input HypothesisPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010Language & Literacy Education Faculty of Education Universiti Malaya KL
- 2. Tan Chung Szuan PET 080017Group MembersChoo Yin Yin PET 080002LooKe Sin PET 080005 Sharon Pang PET 080015PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 3. ContentPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 4. What is input and output?PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 5. Five Hypotheses1. Acquisition-Learning HypothesisPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 6. “Fluency in second language performance is due to what we have acquired, not what we have learned. ”KrashenConscious Subconscious learning acquisition are NOT able to exist at the same time (mutually exclusive)PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 7. 2. Monitor HypothesisOnly involved in learning, x acquisitionDevice for editing & making correctionsKrashen, “such explicit intentionally learning should be avoided.” Should only be applied after fluency is establishedPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 8. 3. Natural Order HypothesisBy following the earlier morpheme order studies of Dulay and Burt…Krashen claimed that: we acquire language in a predictable or “natural” orderPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 9. 4. Input HypothesisKrashen: Comprehensible the only true foundation input = of SLA Comprehensive input: understanding of input language, that contains ‘a bit beyond’ the current level of competence. (i + 1)Speech will ‘emerge’ once acquirer has built up enough comprehensible inputPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 10. 5. Affective Filter HypothesisKrashen: the best acquisition will occur when we have low anxiety and defensive-free low “affective filter” (in Krashen’s terms) PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 11. Evaluations of the five hypotheses1st criticism:KrashenMcLaughlin (psychologist)Rather fuzzy distinction between subconscious (acquisition) and conscious (learning)it is difficult for us to identify the conscious or subconscious distinctions, in language acquistion.PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 12. Evaluations of the five hypotheses2nd criticism:KrashenGreggLearning is not as important as acquisitionLearning & acquisition can both be beneficial depends on the learner’s own styles and strategiesPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 13. Evaluations of the five hypotheses3rd criticism:Krashen Gregg & WhiteClaimed that the input one understands MUST contains i + 1, that is the comprehensive input We are unable to define i and 1PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 14. Evaluations of the five hypotheses4th criticism:Krashen CriticismSpeech will ‘emerge’ once acquirer has built up enough comprehensible inputSpeech will indeed emerge for bright learnersBUT no significant information on Krashen’s theories about learners whose speech does not ‘emerge’PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 15. The Output HypothesisIntroduced by Merill Swain (1985)
- 16. Output important role in SLA
- 17. She denied Krashen’s claims a person could learn second language without speaking at all.
- 18. Her studies in Canada : English-speaking students learn all subjectsin Frenchbut not having to reply in Frenchdid not achieve full productive competence in FrenchPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 19. Three major functions of Output in SLA1. Get learners to recognize their linguistic weaknesses2. A way to try out / test one’s language3. For the learner to…think deeper on language PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 20. ConclusionRelated to CALLIt includes input and output 4 skillsOur Group’s ViewInput go hand in hand with outputThey achieve the most efficiency when both of them work together PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
- 21. Source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th Edition. White Plains, NY: Pearson Education. Chapter 10Created for: PBET 2113 Participants (TESL) Semester 2, AY 2009-2010 Department of Language & Literacy Faculty of Education University of Malaya KLCreated by: Tan Chung Szuan, LooKee Sin, Choo Yin Yin and Sharon Pan Xie MeiFacilitator: Jessie Grace U. Rubrico, PhDPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL