Stephen Krashens theory of second language acquisition -Input Hypothesis-
Stephen Krashens theory of second language acquisition
Krashen's monitor model consists of five main hypotheses:
AcquisitionLearning hypothesis
Monitor hypothesis
Natural Order hypothesis
Input hypothesis
Affective Filter hypothesis
Input Hypothesis
This hypothesis is Krashen's explanation of how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'.
Krashen states that in order to cause a second language acquisition to occur, it is necessary for learners to understand input language, [comprehensible input] which contains linguistic items that are slightly beyond the learners present linguistic competence.
Input Hypothesis
To illustrate this point, he brought forward the concept of i+1 principle,
i+1 means the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still be challenged to make progress.
The input must be neither too difficult nor too easy to understand
Concept of i+1 principle
Comprehensible input is formulized by Krashen as: i + 1
The next stage in the learners language development along the natural order.
i
Learners current level of a second language.
1
Gap between the current level and the next stage.
The hypothesis claims that we move from i to i + 1 by understanding input that contains i + 1
Input Hypothesis
Listening to the target language (radio, TV, natives, teacher, etc...) helps learner acquires language if it is comprehensible.
In, Input hypothesis , children go through a silent period before they begin to speak the language. When children are first exposed to a second language, frequently they focus on listening and comprehension.
Silent period is a varying period of time during which a new language learners are often very quiet, speaking little as they focus on understanding the new language round the learners
Input Hypothesis
In accordance with the input hypothesis, speaking ability emerges on its own after enough competence has been developed by listening and understanding.
Implication of the Input Hypothesis for teaching English as Second Language
This hypothesis highlights the importance of using the Target Language in the classroom. Input Hypothesis helps to guide the teachers in teaching English as second language. By providing as much comprehensible input as possible, especially in situations when learners are not exposed to the Teaching and Learning outside of the classroom, the teacher is able to create a more effective opportunity for language acquisition.
Implication of the Input Hypothesis for teaching English as Second Language
Modify their language to meet the need of classroom teaching
Use simple vocabulary and less complex syntactic structure
Appropriate speech rate
Modification of teacher speech
Using more frequent neutral and concrete vocabulary and grammatically well-formed sentence
Implication of the Input Hypothesis for teaching English as Second Language
Arouse students creativities and make them take part in class activities Students have more chanced to gain enough comprehensible input to enhance their ability of applying English
Establishment of the student centered teaching method
Guide and stimulate students enthusiasm to improve their interest, make them study actively and take learning as an interest work
Provide more opportunities on speaking and writing exercises to student.
Implication of the Input Hypothesis for teaching English as Second Language
Application of Multimedia technology
Student receive comprehensive individualized Provide student instruction in all the much information skills simultaneously and arouses their and participate in interest in English their regular classroom assignments actively.
Creating an optimal environment for students to learn Second Language (English )
Implication of the Input Hypothesis for teaching English as Second Language
Comprehensibility of the teaching materials a suitable set of teaching materials for the learners
Improvement of teaching materials
Significance of the teaching materials
teaching materials should be interesting and relevant to learners. carefully designed, studied and modified so as to enhance the effectiveness of the learning. a guarantee for the learner to take a further step in the learning.
Arrangement of the teaching materials
Continuity of the teaching materials
Implication of the Input Hypothesis for teaching English as Second Language Improvements in the teaching process
Warm-up activities
Response to the feedback
Appropriate error analysis
help students build a general idea about the teaching material by giving them background information
make responses to the feedback to ensure that the students get a full understanding of the teaching materials
appropriate error analysis should be conducted
CONCLUSION
This comprehensible input (i + 1) should be one step beyond the learners current language ability, in order to allow learners to continue to progress with their language development.
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