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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Application for teaching
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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Application for teaching
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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Application for teaching
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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Application for teaching
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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Evaluations of the five hypotheses
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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Evaluations of the five hypotheses
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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Evaluations of the five hypotheses
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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