Search results
Results From The WOW.Com Content Network
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.
In his monitor theory, Krashen advanced the concept that language input should be at the "i+1" level, just beyond what the learner can fully understand; this input is comprehensible, but contains structures that are not yet fully understood. This has been criticized on the basis that there is no clear definition of i+1, and that factors other ...
The input hypothesis. This states that language is acquired by exposure to comprehensible input at a level a little higher than that the learner can already understand. Krashen names this kind of input "i+1". [10] The natural order hypothesis. This states that learners acquire the grammatical features of a language in a fixed order, and that ...
Krashen’s Theory of Second Language Acquisition is a highly practical theory for communicative language learning. This notion of second language acquisition consists of five main hypotheses: the Acquisition-Learning hypothesis; the Monitor hypothesis; the Natural Order hypothesis; the Input hypothesis; and the Affective Filter hypothesis.
He introduced various hypotheses related to second-language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter, and the natural order hypothesis. [4]
An advantage of the comprehension approach of language learning is the fact that when the learner eventually understands the meaning and the correct application of the words, the language will sound more effortless when he or she speaks it in contrast to other forms of language learning, which may result in more stilted efforts.
In psycholinguistics, the interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. [1] Its main focus is on the role of input, interaction, and output in second language acquisition. [2]
Krashen's Input Hypothesis: 1970-1980s Learners input knowledge of the language when they are being taught at a level that is one above their current ability. The input of this level is called "i+1". 'i' refers to the learners internal language and '1' is the stage of acquisition that learners will input. Pienemann [8] 1988