Theinputhypothesis

The input hypothesis

Definition :The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis. The input hypothesis was first published in 1977. The five hypotheses that Krashen proposed are as follows:

The input hypothesis. This states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. Krashen called this level of input \"i+1\where \"i\" is the language input and \"+1\" is the next stage of language acquisition.

The acquisition–learning hypothesis claims that there is a strict separation between acquisition and learning; Krashen saw acquisition as a purely subconscious process and learning as a conscious process, and claimed that improvement in language ability was only dependent upon acquisition and never on learning.

The monitor hypothesis states that consciously learned language can only be used to monitor language output; it can never be the source of

spontaneous speech.

The natural order hypothesis states that language is acquired

in a particular order, and that this order does not change between learners, and is not affected by explicit instruction.

The affective filter hypothesis. This states that learners' ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment. At such times the affective filter is said to be \"up\".

If i represents previously acquired linguistic competence and extra-linguistic knowledge, the hypothesis claims that we move from i to i+1 by understanding input that contains i+1. Extra-linguistic knowledge includes our knowledge of the world and of the situation, that is, the context. The +1 represents new knowledge or language structures that we should be ready to acquire.

The comprehensible input hypothesis can be restated in terms of the natural order hypothesis. For example, if we acquire the rules of language in a linear order (1, 2, 3...), then i represents the last rule or language form learned, and i+1 is the next structure that should be learned.It must be stressed, however, that just any input is not sufficient; the input received must be comprehensible. According to Krashen, there are three corollaries to his theory.

The hypotheses

put

primary

importance

on

the

comprehensible input (CI) that language learners are exposed to. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence, and language output is not seen as having any effect on learners' ability. Furthermore, Krashen claimed that linguistic competence is only advanced when language is subconsciously acquired, and that conscious learning cannot be used as a source of spontaneous language production. Finally,

learning is seen to be heavily dependent on the mood of the learner, with learning being impaired if the learner is under stress or does not want to learn the language. Then I can summarize as follow :people acquire languages only if they obtain comprehensible input and if their affective filters are low enough to allow the input “in”.

Krashen's hypotheses have been influential in language education, particularly in the United States, but have received criticism from some academics. Two of the main criticisms are that the hypotheses are untestable, and that they assume a degree of separation between acquisition and learning that has not been proven to exist.

In modern linguistics, there are many theories as to how humans are able to develop language ability. According to Stephen Krashen's acquisition-learning hypothesis, there are two independent ways in which we develop our linguistic skills: acquisition and learning.This theory is at

the core of modern language acquisition theory, and is perhaps the most fundamental of Krashen's theories.

Acquisition of language is a subconscious process of which the individual is not aware. One is unaware of the process as it is happening and, when the new knowledge is acquired, the acquirer generally does not realize that he or she possesses any new knowledge. According to Krashen, both adults and children can subconsciously acquire language, and either written or oral language can be acquired. This process is similar to the process that children undergo when learning their native language. Acquisition requires meaningful interaction in the target language, during which the acquirer is focused on meaning rather than form.

Learning a language, on the other hand, is a conscious process, much like what one experiences in school. New knowledge or language forms are represented consciously in the learner's mind, frequently in the form of language \"rules\" and \"grammar\and the process often involves error correction. Language learning involves formal instruction and, according to Krashen, is less effective than acquisition.

Applications in language teaching Beginning leve

Class time is filled with comprehensible oral input

Teachers must modify their speech so that it is comprehensible Demands for speaking (output) are low; students are not forced to speak

until ready

Grammar instruction is only included for students high school age and older

Intermediate level'

Sheltered subject-matter teaching that uses modified academic texts to provide comprehensible input. (Note that sheltered subject-matter teaching is not for beginners or native speakers of the target language.)

In sheltered instruction classes, the focus is on the meaning, and not the form