Krashens Input Hypothesis

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010 Language & Literacy Education Faculty of Education Universiti Malaya KL

Loo Ke Sin PET 080005 Tan Chung Szuan PET 080017 Sharon Pang PET 080015 Choo Yin Yin PET 080002

Five Hypotheses

Evaluations of the five hypotheses

Output Hypothesis
PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

What is input and output?

(process of understanding language)

(Production)

listening

reading

speaking

writing

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Five Hypotheses
1. Acquisition-Learning Hypothesis
Two ways (adult)

Acquisition

Learning

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Subconscious

Conscious

Fluency in second language performance is due to what we have acquired, not what we have learned.

Krashen

Conscious learning

Subconscious acquisition

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

are NOT able to exist at the same time (mutually exclusive)

2. Monitor Hypothesis
Only

involved in learning, x acquisition for editing & making corrections

Device

Krashen,

such explicit intentionally learning should be avoided. after

Should only be applied fluency is established

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

3. Natural Order Hypothesis

By

following the earlier morpheme

order studies of Dulay and Burt

Krashen

claimed that:

we acquire language in a predictable or natural order

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

4. Input Hypothesis

Krashen: Comprehensible the only true foundation input = of SLA

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

Speech will emerge once acquirer has built up enough comprehensible input

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

5. Affective Filter Hypothesis

Krashen:

the best acquisition will when we have low anxiety and defensive-free

occur

low affective filter (in Krashens terms)

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Evaluations of the five hypotheses

1st criticism:
Krashen

McLaughlin (psychologist)

Rather fuzzy distinction between subconscious (acquisition) and conscious (learning)

it is difficult for us to identify the conscious or subconscious distinctions, in language acquistion.

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Evaluations of the five hypotheses

2nd criticism:
Krashen

Gregg

Learning is not as important as acquisition

Learning & acquisition can both be beneficial depends on the learners own styles and strategies

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Evaluations of the five hypotheses

3rd criticism:
Krashen

Gregg & White

Claimed that the input one understands MUST contains i + 1, that is the comprehensive input

We are unable to define i and 1

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Evaluations of the five hypotheses

4th criticism:
Krashen

Criticism

Speech will emerge once acquirer has built up enough comprehensible input

Speech will indeed emerge for bright learners BUT no significant information on Krashens theories about learners whose speech does not emerge

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

The Output Hypothesis

Introduced by Merill Swain (1985)

Output

important role in SLA

She denied Krashens claims a person could learn second language without speaking at all. Her studies in Canada : but not having to reply in French did not achieve full productive competence in French

English-speaking students learn all subjects in French

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

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

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Conclusion
Related to CALL It includes input and output Our Groups View Input go hand in hand with output They achieve the most efficiency when both of them work together

4 skills

PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

Source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th Edition. White Plains, NY: Pearson Education. Chapter 10
Created for: PBET 2113 Participants (TESL) Semester 2, AY 2009-2010 Department of Language & Literacy Faculty of Education University of Malaya KL
Created by: Tan Chung Szuan, Loo Kee Sin, Choo Yin Yin and Sharon Pan Xie Mei Facilitator: Jessie Grace U. Rubrico, PhD
PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL