krashen’s input hypothesis
DESCRIPTION
Krashen’s Input Hypothesis. PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010 Language & Literacy Education Faculty of Education Universiti Malaya KL. Group Members. Tan Chung Szuan PET 080017. Choo Yin YinPET 080002. Loo Ke Sin PET 080005. - PowerPoint PPT PresentationTRANSCRIPT
Krashen’s Input Hypothesis
PBET 2113 Group 7b (TESL) Semester 2 AY
2009-2010Language & Literacy
Education Faculty of Education Universiti Malaya KL
Sharon Pang PET 080015
Loo Ke Sin PET 080005
Tan Chung Szuan PET 080017
Choo Yin YinPET 080002
Group Members
PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
Content
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?
Input(process of understanding
language)
listening reading
Output (Production)
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
Subconscious
Learning
ConsciousPBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
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
PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL
2. Monitor Hypothesis
Only involved in learning, x acquisition
Device for editing & making corrections
Krashen, “such explicit intentionally learning should be
avoided.”
Should only be applied after fluency is establishedPBET 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 inputPBET 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
occur when we have low anxiety
and defensive-free
low “affective filter” (in Krashen’s 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
Rather fuzzy distinction between subconscious (acquisition) and conscious (learning)
McLaughlin (psychologist)
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
Learning is not as important as acquisition
Gregg
Learning & acquisition can both be beneficial
depends on the
learner’s 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
Claimed that the input one understands
MUST contains i + 1, that is the comprehensive input
Gregg & White
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
Speech will ‘emerge’ once acquirer has
built up enough comprehensible
input
Criticism
Speech will indeed emerge for bright
learners BUT no significant
information on Krashen’s 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 Krashen’s claims a person could learn second language without speaking at all.
• Her studies in Canada :
English-speaking students learn
all subjectsin French
but not having to reply in
French
did not achieve full productive competence 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 one’s 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
4 skills
Our Group’s View Input go hand in
hand with output They achieve the
most efficiency when both of them work together
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
MeiFacilitator: 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