Kreshen Input Theory

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Krashens Input

Hypothesis

NADZIRAH RAZAKNUR ARIF ZAINUDIN

MAIYHURRI APGUNASEKARAN


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"Language acquisition does not require extensiveuse of conscious grammatical rules, and does not

require tedious drill." Stephen Krashen

"Acquisition requires meaningful interaction inthe target language - natural communication - in

which speakers are concerned not with the formof their utterances but with the messages theyare conveying and understanding." StephenKrashen

"In the real world, conversations withsympathetic native speakers who are willing tohelp the acquirer understand are very

helpful."Stephen Krashen


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FiveHypotheses

Evaluationsof the five

hypotheses

OutputHypothesis


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What is input and output?

(process of understanding

language)

listening reading

(Production)

speaking writing


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Five Hypotheses

1. Acquisition-Learning Hypothesis

Two ways (adult)

Acquisition

Subconscious

Learning

Conscious


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Conscious Subconscious

learning acquisition

are NOT able to exist at the same time

(mutually exclusive)

Fluency in second language

performance is due to what we

have acquired, not what we have

learned.

Krashen


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Application for teaching

According to this theory, the optimalway a language is learned is throughnatural communication. As a second

language teacher, the ideal is tocreate a situation wherein languageis used in order to fulfill authentic

purposes. This is turn, will helpstudents to acquire the languageinstead of just learning it.


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2. Monitor Hypothesis

Only involved in learning, x acquisition

Device for editing & making corrections

Krashen, such explicit intentionallylearning should be avoided.

Should only be applied afterfluency is established


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As an SL teacher it will always be achallenge to strike a balancebetween encouraging accuracy and

fluency in your students. Thisbalance will depend on numerousvariables including the languagelevel of the students, the context of

language use and the personal goalsof each student. This balance is alsoknown as Communicative

competency.


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As an SL teacher it will always be achallenge to strike a balancebetween encouraging accuracy and

fluency in your students. Thisbalance will depend on numerousvariables including the languagelevel of the students, the context of

language use and the personal goalsof each student. This balance is alsoknown as Communicative

competency.


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3. Natural Order Hypothesis

By following the earlier morpheme

order studies of Dulay and Burt

Krashen claimed that:

we acquire language in a predictableor natural order


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According to this hypothesis, teachersshould be aware that certain structures ofa language are easier to acquire thanothers and therefore language structures

should be taught in an order that isconducive to learning. Teachers shouldstart by introducing language conceptsthat are relatively easy for learners toacquire and then use scaffolding tointroduce more difficult concepts.


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4. Input Hypothesis

Krashen:Comprehensible the only true foundation

input = of SLA

Comprehensive input: understanding ofinput language, that contains a bit beyondthe current level of competence. (i + 1)

Speech will emerge once acquirer has builtup enough comprehensible input


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This hypothesis highlights the importanceof using the Target Language in theclassroom. The goal of any language

program is for learners to be able tocommunicate effectively. By providing asmuch comprehensible input as possible,especially in situations when learners are

not exposed to the TL outside of theclassroom, the teacher is able to create amore effective opportunity for languageacquisition.


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5. Affective Filter Hypothesis

Krashen: the best acquisition will

occur when we have low anxiety

and defensive-free

low affective filter

(in Krashens terms)


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Appliccation for teaching

In any aspect of education it is alwaysimportant to create a safe, welcomingenvironment in which students can learn.

In language education this may beespecially important since in order to takein and produce language, learners need tofeel that they are able to make mistakes

and take risks. This relates to directly toKrashens hypothesis of the affective filter.


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6. the Reading Hypothesis

This hypothesis basically states thatthe more we read in a SL the greaterour vocabulary will be.

Application for teaching :

It is important to involve reading inthe language classroom to increaseknowledge of the language and theway it is used in real-life contexts.


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Evaluations of the five hypotheses

1st criticism:

Krashen

Rather fuzzy

distinction betweensubconscious(acquisition) andconscious (learning)

McLaughlin (psychologist)

it is difficult for us to

identify the consciousor subconsciousdistinctions, inlanguage acquistion.


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2nd criticism:

Krashen

Learning is not as

important asacquisition

Gregg

Learning & acquisition

can both be beneficial

depends on thelearners own

styles and strategies


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3rd criticism:

Krashen

Claimed that the

input oneunderstands MUSTcontains i + 1, that isthe comprehensive

input

Gregg & White

We are unable to

define i and 1


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4th criticism:

Krashen

Speech will emerge

once acquirer has

built up enoughcomprehensible

input

Criticism

Speech will indeed

emerge for brightlearners

BUT no significantinformation on

Krashens theoriesabout learners whosespeech does notemerge


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The Output Hypothesis

Introduced by Merill Swain (1985)

Output important role in SLA

She denied Krashens claims a person couldlearn second language without speaking at all.

Her studies in Canada :

English-speakingstudents learn

all subjectsin French

but not havingto reply in

French

did notachieve fullproductivecompetencein French


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Three major functions of Output in SLA

1. Get learners to recognize their

linguistic weaknesses

2. A way to try out / test ones language

3. For the learner to

think deeper on language


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Conclusion

Related to CALL

It includes inputand output

4 skills

Our Groups View

Input go hand inhand with output

They achieve themost efficiencywhen both of themwork together


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Source: Brown, H. Douglas. 2007. Principles ofLanguage Learning and Teaching, 5th Edition.White Plains, NY: Pearson Education. Chapter 10

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Kreshen Input Theory