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By the 1980s, the theories of Stephen Krashen’s had become the prominent paradigm in the field of SLA. In his theories, often collectively known as the Input Hypothesis, Krashen suggested that language acquisition is driven solely by comprehensible input, language input that learners can understand. Krashen's model was influential in the ...
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.
Although Terrell originally created the natural approach without relying on a particular theoretical model, his subsequent collaboration with Krashen has meant that the method is often seen as an application to language teaching of Krashen's monitor model. [10] Krashen outlined five hypotheses in his model: The acquisition-learning 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] Most recently, Krashen promotes the use of free voluntary reading during second-language acquisition, which he says "is ...
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 incorrect.
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.
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]