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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 ...
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 ...
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.
This view is most commonly associated with Stephen Krashen and his acquisition/learning hypothesis, one of the five hypotheses often known together as the input hypothesis. Krashen's views have been criticised by other second language acquisition researchers for their lack of falsifiability, amongst other things. [3]
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.
Earlier versions of the interaction hypothesis, particularly those of Krashen and Long, argue that comprehensible input is both necessary and sufficient for language development, [7] [16] but further research has provided evidence that comprehensible input is in fact not sufficient for second language acquisition by itself. [11]
Krashen, Stephen D. (1985), The Input Hypothesis: Issues and Implications, New York: Longman Krashen, Stephen D. (1989), "We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis" (PDF) , The Modern Language Journal , 73 (4): 440– 464, doi : 10.1111/j.1540-4781.1989.tb05325.x , archived (PDF) from the ...