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Input Hypothesis

1) Krashen's Input Hypothesis states that acquisition of a second language occurs when learners are exposed to language that is comprehensible and just beyond their current level of proficiency. 2) For optimal language learning, input should be interesting, meaningful, and at a level denoted as "i+1", where "i" represents the learner's current stage and "+1" introduces material just more advanced. 3) Teachers should provide comprehensible oral and written input, modify their speech, allow a silent period for learners, and gradually increase complexity as proficiency grows from single words to sentences.

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Vaisnavy Sri Shivsankaree
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371 views10 pages

Input Hypothesis

1) Krashen's Input Hypothesis states that acquisition of a second language occurs when learners are exposed to language that is comprehensible and just beyond their current level of proficiency. 2) For optimal language learning, input should be interesting, meaningful, and at a level denoted as "i+1", where "i" represents the learner's current stage and "+1" introduces material just more advanced. 3) Teachers should provide comprehensible oral and written input, modify their speech, allow a silent period for learners, and gradually increase complexity as proficiency grows from single words to sentences.

Uploaded by

Vaisnavy Sri Shivsankaree
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INPUT HYPOTHESIS

-KRASHEN
By : FADLI, HETTY & VAISNAVY

One of Stephan Krashens five hypotheses of second language acquisition. Key to second language: 1) Input that is understood 2) Natural 3) Interesting 4) Useful and meaningful communication 5) One step beyond the learners present level of competence in second language.

FORMULA

INPUT
Understandable Should be just a little beyond the learners present capacity. If it is too far beyond, the learner will not pay attention to the input. If it is not far enough, the learner will learn nothing.

i+1
Where i represents input or particular stage in the learners acquisition of a second language, and +1 represents a level just above the learners proficiency.

Application of input hypothesis to second language learning and teaching


1) During class teachers will use comprehensive oral input throughout the class time. 2) Teachers will also modify their speech to be comprehensible to second language learners. 3) The teachers will not force second language learners to speak until they are read to speak with respect to the learners silent period.

Once the second language learner is ready to speak the second language in interactive conversations with the student. Second language learners will also learn a great deal of written input through second language text. The text will use second language texts to help the student aide in written output.

TEACHER TALK
One of the most important sources of comprehensible input for acquisition is auditory teacher-talk. Three goals : 1) Comprehension 2) Early Speech 3) Speech emerges

COMPREHESNION Teacher will use a text that children can listen along to that will allow the teacher to ask basic question or to make statement for the student to follow along with and join along

EARLY SPEECH Speech begins to emerge as acquisition takes place through comprehensible input at I + 1.

SPEECH EMERGES Teacher will continue to ask students questions or talk about a conversation in statements.

The teacher will use physical responses along while talking to help the students. Minimal basic words will be used during this period

This happens most naturally in the form of a single word or short phrases as responses to comments or questions The words the students produce are of course those they have heard often enough in the input to acquire.

As the i+ 1 increases in the input, so does the ability of beginning students to put words together coherently and make sentences. Now when the teacher asks students questions the should be able to answer with more in dept answers.

INPUT HYPOTHESIS IN THE CLASSROOM (the dos & the don'ts)

DOs
1. DO modify your speech so it is more comprehensible to students.

DONTs
DO NOT force to speak. Giving a student time to use the silent period has shown that students who just listen make some. progress DO NOT solely rely on spoken input; also use written input from reading texts in the second language, DO NOT go more than a level above a leaner's proficiency level at a time,

2. DO shelter instruction to make it more comprehensible for students.

3. DO use the writing process as a key way to obtain output language acquisition.

TQ

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