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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 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 ...
In addition, Krashen (1982)’s Affective Filter Hypothesis holds that the acquisition of a second language is halted if the learner has a high degree of anxiety when receiving input. According to this concept, a part of the mind filters out L2 input and prevents intake by the learner, if the learner feels that the process of SLA is threatening.
If this hypothesis is correct, then language acquirers must be forced to speak. According to Stephen Krashen, the Need Hypothesis is incorrect. However, Krashen does point out that need can be helpful when it places the acquirer in a position in which he or she can receive comprehensible input (CI). On the other hand, need is useless in the ...
For example, the critical period hypothesis explores how age affects language learning ability, while motivation is often categorized into intrinsic and extrinsic types. Personality traits, such as introversion and extroversion, and the use of effective learning strategies can also influence language acquisition outcomes.
Stephen Krashen received a Ph.D. in Linguistics from the University of California, Los Angeles in 1972. [2] Krashen has among papers (peer-reviewed and not) and books, more than 486 publications, contributing to the fields of second-language acquisition, bilingual education, and reading. [3]
The comprehension approach is most strongly associated with the linguists Harris Winitz, Stephen Krashen, [2] Tracy D. Terrell and James J. Asher.The comprehension-based methodology most commonly found in classrooms is Asher's Total Physical Response approach; [3] Krashen and Terrell's Natural Approach [4] has not been widely applied.
The Input Hypothesis, proposed by Dr. Stephen Krashen, suggests that language development is a function of the input received by the learner. Krashen asserts that there are two distinct ways of learning language: language "learning" and language "acquisition". Language "learning" is learning that takes conscious effort on the part of the learner.