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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.
Stephen D. Krashen (born May 14, 1941) is an American linguist, educational researcher and activist, who is Emeritus Professor of Education at the University of Southern California. [1] He moved from the linguistics department to the faculty of the School of Education in 1994.
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 ...
Finally, Krashen demonstrated the method to many teachers' groups, so that they could see how it would work in practice. [10] The natural approach has become closely associated with Krashen's monitor model, and it is often seen as an application of the theory to language teaching. Despite this perception, there are some differences ...
The dominant model in cognitive approaches to second-language acquisition, and indeed in all second-language acquisition research, is the computational model. [31] The computational model involves three stages. In the first stage, learners retain certain features of the language input in short-term memory. (This retained input is known as ...
The comprehensible output theory is closely related to the need hypothesis, which states that we acquire language forms only when we need to communicate or make ourselves understood. [4] If this hypothesis is correct, then language acquirers must be forced to speak. According to Stephen Krashen, the Need Hypothesis is
Similar to Krashen's input hypothesis, the interaction hypothesis claims that comprehensible input, which is characterized as a variety of language that can be understood by a learner, [3] is important for language learning. There are a number of ways in which input may be modified for the benefit of the learner.
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.