Input Theory

Input Theory (Stephen Krashen)
In 1982, he published a book systematically describing his five hypotheses on SLA and
later they were summarized as “Input Theory” [1]. This theory is regarded to be the most
thorough and significant theory in the investigation of SLA, while it also arouses a lot of
controversy.
Hypothesis 1: The Acquisition-Learning Distinction
This hypothesis is built around the distinctions between “acquisition” and “learning” and
how each plays a part in the development of second language ability
There exist two separate paths that students might take to advance their second language
proficiency.
Children learn their mother tongue through a subconscious process called “acquisition” that
arises from natural communication of attention to meaning. The brain’s left hemisphere
houses the acquired language system, which serves as the foundation for the spontaneous
usage of language. On the contrary is the process of “learning”, which can be regarded as a
conscious process. That is, attaining language
comprehension and mastery of its grammatical concepts through classroom teachers’
instruction, complemented by deliberate practice, memory practice, and other exercises.
Although not always in the language area, the learnt language system is in the left
hemisphere of the brain.
Hypothesis 2: The Natural Order Hypothesis
According to the Natural Order Hypothesis, language structure is something that
individuals acquire in a specific order. Based on morpheme research, this theory holds that
learners acquire grammatical structures in a predictable, “natural order” that is unaffected
by the learners’ age, first language (L1) background, or environmental factors.
When the frameworks they employ have not completely mastered, students make errors or
developmental mistakes [5]. According to this theory, students can use the knowledge they
have mastered at that stage to modify their utterances and correct the mistakes appearing in
their output.
Therefore, it canbe concluded that there will always be mistakes during students’
acquisition process, so an idealendeavor to assist understudies with trying not to commit
errors is to give more info which containsthe construction being referred to.
Hypothesis 3: The Monitor Hypothesis
The Acquisition-Learning Distinction, which captures the intrinsic link between “language
learning” and “language acquisition”, is strongly related to the Monitor Hypothesis. This
theory suggests that language learning and acquisition have different processes. The true
language ability is the language acquisition system, which can be thought of as
subconscious language knowledge. In contrast, the language learning system—which is
conscious language knowledge—only supervises or modifies the use of the second
language. This monitoring activity may take place prior to or following language output,
such as speaking and writing. Three requirements must be met for it to be effective:
sufficient time, attention to the language form, knowing the rules.
He categorizes learners who constantly utilize the “monitor” as over-users, those who have
not learned to use their conscious knowledge or who prefer not to do so as under-users, and
those who use the “monitor” in the best possible way as optimal users.
Hypothesis 4: The Input Hypothesis
In this hypothesis, acquisition only happens when a student is exposed to “comprehensible
input” or second-language input that is just a little bit above his current level of language
proficiency and can concentrate on understanding meaning or information rather than
understanding form.
The Input Hypothesis says that learners acquire language by understanding information. To
say more specifically, comprehensible input is an essential environmental factor. Besides,
an internal language acquisition apparatus can be beneficial for learners to acquire a
language, too. Krashen claims that there exists a period of time from input to output in
which learners cannot make any original statements, and he refers to this period as the
“silent period”. It is interesting that students seem to need such a period to appropriately
digest information. At the point when this stage is broken, a negative attitude may appear in
students’ hearts when they are learning a new language. Krashen considers that productive
skills come from the receptive skills, hence these productive skills are supposed to receive
more attention and emphasis.
Hypothesis 5: The Affective Filter Hypothesis
According to this theory, learning a second language is influenced by a variety of emotional
elements as well as the environment, which suggests that pupils may not be able to learn
the target language well even when exposed to a lot of understandable data. Linguistic
“intake” requires the emotional filtering of linguistic input before it can be considered
language. Krashen believes that motivation is one of the affective elements influencing
language acquisition. The learning effect is directly impacted by whether or not the
students' learning purpose is obvious. Students who have a specific goal in mind can
advance more quickly; otherwise, there is minimal impact. Secondly, character. Students
that are outgoing, self-assured, and open to learning in a new environment grow
academically more quickly. The last one, state of mind. Mostly, this is talking about anxiety
and relaxation. People with greater emotional reactivity or anxiety receive less input.
Depending on learner’s mood, the affective filter “opens” or “closes”.
This guy was pressured to learned because he was almost going to fail English, his teacher
was really strict so he couldn’t learn, and he failed. But when the same guy took private
English classes, he did well in his exams and got a good note.
Estrategia Explicación
Los maestros que trabajan con estudiantes de un segundo idioma deben

usar un lenguaje específico en lugar de un lenguaje general siempre que
sea posible y apropiado. Esto ayuda a aumentar la comprensión y hace
que sea menos probable que los estudiantes se confundan. También
Transfer
puede ayudar a aclarar los conceptos gramaticales y las reglas del
Idioma específico lenguaje a través de ejemplos específicos. theory
Transfer
Explicar los conceptos de varias maneras, particularmente con el uso de theory,
recursos multimedia, brinda a los estudiantes múltiples vías para llegar a i.e., how
una única conclusión. Esto ayuda a llegar a estudiantes con diferentes learners
estilos de aprendizaje y estudiantes cuya comprensión del segundo apply
Recursos multimedia idioma puede estar un poco por detrás de otros en la clase. acquired
Para proporcionar información comprensible i + 1, los maestros deberán

evaluar el nivel actual de habilidad lingüística y los antecedentes de sus
alumnos. Dichas evaluaciones deben ser tanto iniciales como continuas
Evaluación del para que los maestros puedan realizar un seguimiento del progreso de sus
alumno alumnos y adaptar sus lecciones de manera adecuada.
Al igual que con los recursos multimedia, una de las mejores maneras
para que los maestros se aseguren de que brindan información
comprensible es considerar el contexto de su lección. ¿Tienen los
estudiantes suficiente conocimiento para entender lo que se explica? El
Contexto y señales uso de señales visuales es una excelente manera de agregar al contexto
visuales de una lección de un segundo idioma.
Hacer que los estudiantes de un segundo idioma mantengan un diario en

su segundo idioma puede proporcionar información valiosa sobre su
progreso y sus áreas de dificultad. El diario también es una gran
oportunidad para que los estudiantes practiquen lo que han aprendido y
Revistas encuentren nuevas formas de expresarse en su segundo idioma.
Krashen recomienda específicamente que los estudiantes de un segundo

idioma hablen con hablantes nativos de su idioma de destino. En un
salón de clases donde algunos estudiantes aprenden un segundo idioma y
otros no, este es un consejo particularmente útil. Los hablantes nativos
deberán ser pacientes con sus contrapartes del segundo idioma,
Conversación de ayudándolos a practicar y resolver errores en su habla a través de la
hablantes nativos experiencia.
Las actividades grupales pueden brindarles a los estudiantes la

oportunidad de practicar su segundo idioma y corregir a sus compañeros.
Estas actividades también pueden dar a los profesores una buena idea de
la gama de habilidades en el aula y pueden ayudar a sacar a la luz
actividades de grupo cualquier aspecto desafiante del idioma.
knowledge and skills to new learning situations, has been recognized as one of the central
mechanisms in the language acquisition process. Researchers have explored transfer theory
from various perspectives, including behaviorist, cognitive, and socio-cultural theories,
aiming at a comprehensive understanding of its multiple effects on language learning and
teaching. Under the behaviorist perspective, the transfer is regarded as a simple stimulus-
response mechanism, focusing mainly on how learners transfer their knowledge from their
first language (L1) to their second language (L2) learning. With the development of
cognitive science, the study of transfer theory has gradually shifted to an in-depth
exploration of cognitive processes. Cognitive theory emphasizes that transfer is not just a
simple application of knowledge and skills but a complex process involving the learner’s
cognitive structure and information processing style. Within the framework of socio-
cultural theory, transfer is viewed as a phenomenon in social interaction and cultural
context. Learners’ language acquisition is not only affected by individual cognitive
processes but also deeply influenced by the social environment and cultural context in
which they live.
Example: Once someone made a mistake in the pronunciation of something, they will
remember what is the correct way of saying it for future times.
The use of idioms, the first time we hear one is difficult for us to understand but once in
context we can differ the meaning.
References
(PDF) A Review of Krashen’s Input Theory. Available from:
https://www.researchgate.net/publication/378700427_A_Review_of_Krashen's_Inp
ut_Theory [accessed Nov 08 2024].
(PDF) The Evolution of Transfer Theory in Second Language Acquisition: From
Behaviorism to Sociocultural Perspectives. Available from:
https://www.researchgate.net/publication/385172964_The_Evolution_of_Transfer_
Theory_in_Second_Language_Acquisition_From_Behaviorism_to_Sociocultural_P
erspectives#fullTextFileContent [accessed Nov 08 2024].

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Input Theory (Stephen Krashen)

Los maestros que trabajan con estudiantes de un segundo idioma deben

Para proporcionar información comprensible i + 1, los maestros deberán

Hacer que los estudiantes de un segundo idioma mantengan un diario en

Krashen recomienda específicamente que los estudiantes de un segundo

Las actividades grupales pueden brindarles a los estudiantes la

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