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This article needs additional citations for. Unsourced material may be challenged and removed. Find sources: – ( May 2008) () The input hypothesis, also known as the monitor model, is a group of five hypotheses of developed by the linguist in the 1970s and 1980s.
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Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis. The input hypothesis was first published in 1977. The hypotheses put primary importance on the comprehensible input (CI) that language learners are exposed to. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying, and language output is not seen as having any effect on learners' ability. Furthermore, Krashen claimed that linguistic competence is only advanced when language is subconsciously acquired, and that conscious learning cannot be used as a source of spontaneous language production. Finally, learning is seen to be heavily dependent on the mood of the learner, with learning being impaired if the learner is under stress or does not want to learn the language.
Krashen's hypotheses have been influential in, particularly in the, but have received criticism from some academics. Two of the main criticisms state that the hypotheses are untestable, and that they assume a degree of separation between acquisition and learning that has not been proven to exist. Contents • • • • • • • • • • • • • • • • • Overview [ ] The five hypotheses that Krashen proposed are as follows: • The input hypothesis. This states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. Krashen called this level of input 'i+1', where 'i' is the learner's interlanguage and '+1' is the next stage of language acquisition. • The acquisition–learning hypothesis claims that there is a strict separation between acquisition and learning; Krashen saw acquisition as a purely subconscious process and learning as a conscious process, and claimed that improvement in language ability was only dependent upon acquisition and never on learning. • The monitor hypothesis states that consciously learned language can only be used to monitor language output; it can never be the source of spontaneous speech.
• The natural order hypothesis states that language is acquired in a particular order, and that this order does not change between learners, and is not affected by explicit instruction. • The affective filter hypothesis. This states that learners' ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment. At such times the affective filter is said to be 'up'. Input hypothesis [ ] If i represents previously acquired linguistic competence and extra-linguistic knowledge, the hypothesis claims that we move from i to i+1 by understanding input that contains i+1. Extra-linguistic knowledge includes our knowledge of the world and of the situation, that is, the.