Beruflich Dokumente
Kultur Dokumente
AcquisitionLearning hypothesis
Monitor hypothesis
Input hypothesis
Input Hypothesis
This hypothesis is Krashen's explanation of how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'.
Krashen states that in order to cause a second language acquisition to occur, it is necessary for learners to understand input language, [comprehensible input] which contains linguistic items that are slightly beyond the learners present linguistic competence.
Input Hypothesis
To illustrate this point, he brought forward the concept of i+1 principle,
i+1 means the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still be challenged to make progress.
The input must be neither too difficult nor too easy to understand
i
Learners current level of a second language.
1
Gap between the current level and the next stage.
The hypothesis claims that we move from i to i + 1 by understanding input that contains i + 1
Input Hypothesis
Listening to the target language (radio, TV, natives, teacher, etc...) helps learner acquires language if it is comprehensible.
In, Input hypothesis , children go through a silent period before they begin to speak the language. When children are first exposed to a second language, frequently they focus on listening and comprehension.
Silent period is a varying period of time during which a new language learners are often very quiet, speaking little as they focus on understanding the new language round the learners
Input Hypothesis
In accordance with the input hypothesis, speaking ability emerges on its own after enough competence has been developed by listening and understanding.
Using more frequent neutral and concrete vocabulary and grammatically well-formed sentence
teaching materials should be interesting and relevant to learners. carefully designed, studied and modified so as to enhance the effectiveness of the learning. a guarantee for the learner to take a further step in the learning.
Implication of the Input Hypothesis for teaching English as Second Language Improvements in the teaching process
Warm-up activities
help students build a general idea about the teaching material by giving them background information
make responses to the feedback to ensure that the students get a full understanding of the teaching materials
CONCLUSION
This comprehensible input (i + 1) should be one step beyond the learners current language ability, in order to allow learners to continue to progress with their language development.
http://en.wikipedia.org/wiki/Input_Hypothesis#Input_hypothesis http://rdarc.rds.toyo.ac.jp/webdav/frds/public/kiyou/rdvol9/rd-v9193.pdf http://www.sk.com.br/sk-krash.html http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bila sh/krashen.html http://www.languageimpact.com/articles/rw/krashenbk.htm http://www.spanishforallnyc.com/spanishforallnyc/articles/The_Input_Hy pothesis.aspx http://suite101.com/article/the-input-hypothesis-definition-and-criticisma385421 http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bila sh/krashen.html http://languagelearningandteaching.blogspot.com/2008/07/krashensinput-hypothesis.html http://web.pdx.edu/~fischerw/courses/advanced/methods_docs/pdf_doc /wbf_collection/0201_0250/0229_FLA-85_Higgs_Kr.PDF http://www.docin.com/p-90185650.html