2. WHAT IS THE INNATIST MODEL?
• This model of second-language
acquisition was put forward
by Prof. Stephen Krashen (b.
1941).
• It is a group of five
hypotheses developed by Prof.
Stephen Krashen over the
course of about two decades,
from the late 1970s to the
late 1990s.
• These five hypotheses are: 1.
The Acquisition-Learning
Hypothesis; 2. The Monitor
Hypothesis; 3. The Natural
3. 1. THE ACQUISITION-LEARNING
HYPOTHESIS
• This hypothesis claims that
adult second-language
learners have two ways of
internalizing their target
language – through
acquisition and learning
• Acquisition is the
subconscious and intuitive
process of picking up a
language and the systems
thereof, like how a child
learns a language.
• Learning, by contrast, is the
process wherein learners
learn the rules of language
4. 2. THE MONITOR HYPOTHESIS
• This hypothesis claims that
competence gained through
acquisition is what is
responsible for a person’s
fluency in any given
language.
• And on the other hand,
competence gained through
learning is the MONITOR, by
which small corrections in
the exercising of linguistic
fluency are made (e.g.
correcting errors in
pronunciation, spelling).
5. 3. THE NATURAL ORDER
HYPOTHESIS
• This hypothesis claims that
there exists a natural order
in the acquisition of any
given language’s grammatical
structure, following the
earlier studies of Dulay and
Burt (1974a, 1976), among
others.
• While this ‘natural order’
applies equally to both
first- and second-language
acquisition, the order of
acquisition of a first
language is different from
6. 4. THE INPUT HYPOTHESIS
• This hypothesis claims that a
very important condition for
the acquisition of any given
language to take place is
that the acquirer must
understand the input language
at a level slightly beyond
their current level of
competence.
• Krashen recommends
specifically that speaking be
deemphasized in the language-
learning classroom, as speech
naturally ‘emerges’ when the
7. 5. THE AFFECTIVE FILTER
HYPOTHESIS
• This hypothesis claims that
the optimal environment for
the acquisition of language
is the one which has positive
non-linguistic variables
(i.e. affect) for the
acquirers, which is to say,
where the ‘affective filter
is low.
• These non-linguistic
variables affect the process
of acquisition, but not that
of learning, which serves to
explain the great variation
8. DISCUSSIONS
• Though a number of his
hypotheses have both intuitive
appeal and are supported in
some research, the main point
of controversy of this model is
that Krashen’s assumptions have
been hotly debated upon
• An example of this would be his
mutually exclusive distinction
between acquisition and
learning, and between the
subconscious and unconscious –
dichotomies and human behavior
are merely two endpoints in a
given continuum.
• Nevertheless, his model has had
wide appeal to teachers who
seek simple methods in the
language classroom and has
