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El103 Handout - Angel 1

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18 views2 pages

El103 Handout - Angel 1

hand out

Uploaded by

partingmalikse31
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

North Eastern Mindanao State University


Tandag City, Surigao del Sur
Telefax No. 086-214-4221
086- 214-2723
www.sdssu.edu.ph

A HANDOUT IN EL 103
(Principles and Theories of Language Acquisition And Learning)
THE INPUT HYPOTHESIS
Prepared by Angel Mae P. Gabi BSED English 2

Objectives:
At the end of the lesson discussion, the students are expected to:
1. Define the Input Hypothesis and its key components.
2. Discuss the Strengths and Limitations of the Input Hypothesis.
3. Appreciate the importance of Krashen's Input Hypothesis in Second Language Acquisition.

Short introduction of the topic


The Input Hypothesis, sometimes referred to as Krashen's "i+1" theory, states that understandable
input (i+1) is the primary means by which language acquisition takes place. This indicates that language is
learned via comprehension of input that is just a little bit above the learners' present proficiency level. The
idea diminishes the significance of specific grammar teaching and highlights the value of exposure to
natural language.

Key Components of Input Hypothesis


1.1. Comprehensible Output
1.1.a. Despite some unknown words, language that is understandable to the learner is
referred to as comprehensible input. And there are several ways to get this input:
Examples: Conversing with native speakers, reading, watching and listening to discussions.

1.2. “i+1” Level


1.2.a. It is the information that is just a little bit beyond a learner’s present comprehension
level. It is challenging enough to promote growth but not so difficult as to be overwhelming.
Example: The learners can understand the main ideas of the information despite the fact that
they are unfamiliar with every word or grammatical structure.

1.3. Acquisition vs. Learning


1.3.a. Krashen distinguishes between learning (which is conscious and rule-based knowledge)
and acquisition (which is unconscious and natural language growth. He contends that learning
serves mainly as a "monitor" for output and that acquisition is the main mechanism behind
language growth.

1.4. The Monitor


1.4.a. The Monitor is the conscious understanding of grammatical norms that students gain
while receiving formal education. It does not promote acquisition, but it can be used to edit and
improve language production.

1.5. Affective Filter


1.5.a. Another important concept that Krashen highlights is the affective filter, which is a
psychological term for elements like motivation, self-assurance, and anxiety that can either help or
impede language learning. Learners can be more responsive to input and acquire language more
successfully when they have a low affective filter.

Criticisms and Limitations


2.1. Oversimplification
2.1.a. Input Hypothesis has come under criticism for oversimplifying the intricate process of
language acquisition. They draw attention to the fact that language development is also
significantly influenced by other elements, including output, interaction, and feedback.

2.2. Neglect of Output


2.2.a. The opponents of the theory point out that it ignores the part language production plays
in language learning. They believe that in order for language learners to gain fluency and
solidify their understanding, they must utilize the language they are learning.
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2.3. Lack of Empirical Support
2.3.a. The "i+1" effect has not received much support from studies. The hypothesis is criticized
for failing to provide a sufficient explanation for how students pick up difficult grammatical
structures.

The Input Hypothesis is still a useful conceptual framework for language learning. This gives important
insights into the importance of input in language learning, even though it does not explain the acquisition
process in its whole. With its emphasis on the value of developing rich and stimulating learning
environments that give students plenty of opportunities for understandable input, the Input Hypothesis has
had a significant influence on language teaching approaches. Recognizing the theory's shortcomings and
taking other factors into account when analyzing language development are crucial, nevertheless.

Assessments
Make sure that your assessments respond to the objectives you stated above. The test may be 15-20
items.

1. What is the Input Hypothesis proposed by Stephen Krashen?


A. Learning occurs when a person is exposed to comprehensible input.
B. Learning occurs when a person is provided with explicit grammar rules.
C. Learning occurs when a person memorizes vocabulary lists.
D. Learning occurs when a person practices speaking alone.

2. According to the Input Hypothesis, what type of input is most effective for language learning?
A. Comprehensible input
B. Incomprehensible input
C. Written input only
D. Verbal input only

3. In the context of the Input Hypothesis, what does "i + 1" refer to?
A. The level of difficulty of the input
B. The level of difficulty of the output
C. The next stage of language learning
D. The next step in grammar instruction

4. How does the Input Hypothesis relate to language acquisition?


A. It emphasizes the importance of explicit grammar instruction.
B. It highlights the significance of rote memorization.
C. It focuses on the role of comprehensible input in language acquisition.
D. It suggests that language is best learned through writing exercises.

5. According to the Input Hypothesis, what is the role of grammar in language learning?
A. Grammar should be the primary focus of language instruction.
B. Grammar is irrelevant for language acquisition.
C. Grammar should be taught through explicit instruction.
D. Grammar should be acquired naturally through exposure to comprehensible input.

6-15. Write about the importance of the Input Hypothesis in Second Language Acquisition.

References
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

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