Your SlideShare is downloading. ×
0
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Krashen's Input Hypotheses
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Krashen's Input Hypotheses

28,312

Published on

An attempt at presenting Krashen's input hypothesis in language learning by students of PBET 2113 Faculty of Education Universiti Malaya. Primary source: Brown, H. Douglas. 2007. Principles of …

An attempt at presenting Krashen's input hypothesis in language learning by students of PBET 2113 Faculty of Education Universiti Malaya. Primary source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th Edition. White Plains, NY: Pearson Education. Chapter 10.

Published in: Education, Technology
3 Comments
12 Likes
Statistics
Notes
  • the teacher asked me to prepare one ewample from our daily life in whichthe 5 hypothisis are releazed so plz who read this comment plz help to find a relevent one.
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Thank you for your comments on the presentation and for the links. This was done by a group of sophomores (TESL program) for their co-participants in the course Language Learning and Language Use based on our text book (Brown, 2007). We, of course, discussed the merits of your theory after their presentation. I have read your work but my students have not, at this point of their program. They should be learning more of your work in their later courses in SLA and FLA. Cheers!
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Thank you for featuring my work. May I suggest that you read my writings, rather than relying only on what others have said about me? I notice that you only cited D. Brown's book, which presents very little detail and does not present my responses to the criticisms.
    Here are some free sources:
    1. www. sdkrashen.com (please consider joining the mailing list, also free)
    2. http://sites.google.com/site/sdkrashen/home
    3. A free journal: www.ijflt.com
    4. I am also on twitter
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Views
Total Views
28,312
On Slideshare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
1,013
Comments
3
Likes
12
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Krashen’s Input Hypothesis<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010<br />Language & Literacy Education <br />Faculty of Education Universiti Malaya KL<br />
  • 2. Tan Chung Szuan<br /> PET 080017<br />Group Members<br />Choo Yin Yin PET 080002<br />LooKe Sin PET 080005<br /> Sharon Pang PET 080015<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 3. Content<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 4. What is input and output?<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 5. Five Hypotheses<br />1. Acquisition-Learning Hypothesis<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 6. “Fluency in second language performance is due to what we have acquired, not what we have learned. ”<br />Krashen<br />Conscious Subconscious<br /> learning acquisition<br /> are NOT able to exist at the same time (mutually exclusive)<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 7. 2. Monitor Hypothesis<br />Only involved in learning, x acquisition<br />Device for editing & making corrections<br />Krashen, “such explicit intentionally learning should be avoided.”<br /> Should only be applied after fluency is established<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 8. 3. Natural Order Hypothesis<br />By following the earlier morpheme order studies of Dulay and Burt…<br />Krashen claimed that:<br /> we acquire language in a predictable or “natural” order<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 9. 4. Input Hypothesis<br />Krashen: <br /> Comprehensible the only true foundation input = of SLA <br />Comprehensive input: understanding of input language, that contains ‘a bit beyond’ the current level of competence. (i + 1)<br />Speech will ‘emerge’ once acquirer has built up enough comprehensible input<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 10. 5. Affective Filter Hypothesis<br />Krashen: the best acquisition will <br /> occur when we have low anxiety and defensive-free<br /> low “affective filter”<br /> (in Krashen’s terms) <br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 11. Evaluations of the five hypotheses<br />1st criticism:<br />Krashen<br />McLaughlin (psychologist)<br />Rather fuzzy distinction between subconscious (acquisition) and conscious (learning)<br />it is difficult for us to identify the conscious or subconscious distinctions, in language acquistion.<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 12. Evaluations of the five hypotheses<br />2nd criticism:<br />Krashen<br />Gregg<br />Learning is not as important as acquisition<br />Learning & acquisition can both be beneficial<br /> depends on the learner’s own styles and strategies<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 13. Evaluations of the five hypotheses<br />3rd criticism:<br />Krashen<br /> Gregg & White<br />Claimed that the<br /> input one understands MUST contains i + 1, that is the comprehensive input <br />We are unable to define i and 1<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 14. Evaluations of the five hypotheses<br />4th criticism:<br />Krashen<br /> Criticism<br />Speech will ‘emerge’ once acquirer has <br /> built up enough comprehensible <br /> input<br />Speech will indeed emerge for bright learners<br />BUT no significant information on Krashen’s theories about learners whose speech does not ‘emerge’<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 15. The Output Hypothesis<br /><ul><li>Introduced by Merill Swain (1985)
  • 16. Output important role in SLA
  • 17. She denied Krashen’s claims a person could learn second language without speaking at all.
  • 18. Her studies in Canada : </li></ul>English-speaking students learn all subjects<br />in French<br />but not having to reply in French<br />did not achieve full productive competence in French<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 19. Three major functions of Output in SLA<br />1. Get learners to recognize their <br />linguistic weaknesses<br />2. A way to try out / test one’s language<br />3. For the learner to…<br />think deeper on language <br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 20. Conclusion<br />Related to CALL<br />It includes input and output<br /> 4 skills<br />Our Group’s View<br />Input go hand in hand with output<br />They achieve the most efficiency when both of them work together <br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />
  • 21. Source: Brown, H. Douglas. 2007. Principles of <br /> Language Learning and Teaching, 5th Edition. <br /> White Plains, NY: Pearson Education. Chapter 10<br />Created for: PBET 2113 Participants (TESL)<br /> Semester 2, AY 2009-2010<br /> Department of Language & Literacy<br /> Faculty of Education<br /> University of Malaya KL<br />Created by: Tan Chung Szuan, LooKee Sin, <br />Choo Yin Yin and Sharon Pan Xie Mei<br />Facilitator: Jessie Grace U. Rubrico, PhD<br />PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL<br />

×