krashen’s input hypothesis

Krashen’s Input Hypothesis

PBET 2113 Group 7b (TESL) Semester 2 AY

2009-2010Language & Literacy

Education Faculty of Education Universiti Malaya KL

Sharon Pang PET 080015

Loo Ke Sin PET 080005

Tan Chung Szuan PET 080017

Choo Yin YinPET 080002

Group Members

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Content

Five Hypotheses

Evaluations of the five

hypotheses

Output Hypothesis


What is input and output?

Input(process of understanding

language)

listening reading

Output (Production)

speaking writing


Five Hypotheses

1. Acquisition-Learning Hypothesis

Two ways (adult)

Acquisition

Subconscious

Learning

ConsciousPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Conscious Subconscious learning acquisition

are NOT able to exist at the same time (mutually exclusive)

“Fluency in second language performance is

due to what we have acquired, not what we have

learned. ” Krashen


2. Monitor Hypothesis

Only involved in learning, x acquisition

Device for editing & making corrections

Krashen, “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

3. Natural Order Hypothesis

By following the earlier morpheme

order studies of Dulay and Burt…

Krashen claimed that: we acquire language in a predictable

or “natural” order


4. Input Hypothesis

Krashen: 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

5. Affective Filter Hypothesis

Krashen: the best acquisition will

occur when we have low anxiety

and defensive-free

low “affective filter” (in Krashen’s terms)


Evaluations of the five hypotheses

1st criticism:

Krashen

Rather fuzzy distinction between subconscious (acquisition) and conscious (learning)

McLaughlin (psychologist)

it is difficult for us to identify the conscious or subconscious distinctions, in language acquistion.



2nd criticism:

Krashen

Learning is not as important as acquisition

Gregg

Learning & acquisition can both be beneficial

depends on the

learner’s own styles and strategies



3rd criticism:

Krashen

Claimed that the input one understands

MUST contains i + 1, that is the comprehensive input

Gregg & White

We are unable to define i and 1



4th criticism:

Krashen

Speech will ‘emerge’ once acquirer has

built up enough comprehensible

input

Criticism

Speech will indeed emerge for bright

learners BUT no significant

information on Krashen’s theories about learners whose speech does not ‘emerge’


The Output Hypothesis

• Introduced by Merill Swain (1985)

• Output important role in SLA

• She denied Krashen’s claims a person could learn second language without speaking at all.

• Her studies in Canada :

English-speaking students learn

all subjectsin French

but not having to reply in

French

did not achieve full productive competence in French


Three major functions of Output in SLA

1. Get learners to recognize their

linguistic weaknesses

2. A way to try out / test one’s language

3. For the learner to… think deeper on language


Conclusion

Related to CALL It includes input

and output

4 skills

Our Group’s View Input go hand in

hand with output They achieve the

most efficiency when both of them work together


Source: Brown, H. Douglas. 2007. Principles of

Language Learning and Teaching, 5th Edition.

White Plains, NY: Pearson Education. Chapter 10

Created for: PBET 2113 Participants (TESL) Semester 2, AY 2009-2010 Department of Language &

Literacy Faculty of Education University of Malaya KL

Created by: Tan Chung Szuan, Loo Kee Sin, Choo Yin Yin and Sharon Pan Xie

MeiFacilitator: Jessie Grace U. Rubrico, PhD


krashen’s input hypothesis

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