1. Krashen’s Input Hypothesis
PBET Group 7b (TESL) Semester 2 AY
Language & Literacy Education
Faculty of Education Universiti Malaya KL

2. Group Members Loo Ke Sin PET 080005 Tan Chung Szuan PET 080017
Sharon Pang PET
Choo Yin Yin PET
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

3. Evaluations of the five hypotheses
Content
Five Hypotheses
Evaluations of the five hypotheses
Output Hypothesis
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

4. What is input and output?
(process of understanding language)
listening
reading
Output
(Production)
speaking
writing
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

5. Five Hypotheses 1. Acquisition-Learning Hypothesis Two ways (adult)
Subconscious
Learning
Conscious
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

6. Krashen Conscious Subconscious
“Fluency in second language performance is due to what we have acquired, not what we have learned. ”
Krashen
Conscious Subconscious
learning acquisition
are NOT able to exist at the same time (mutually exclusive)
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

7. Only involved in learning, x acquisition
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 established
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

8. we acquire language in a predictable or “natural” order
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 Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

9. 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 input
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

10. 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 Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

11. Evaluations of the five hypotheses
1st criticism:
Krashen
McLaughlin (psychologist)
Rather fuzzy distinction between subconscious (acquisition) and conscious (learning)
it is difficult for us to identify the conscious or subconscious distinctions, in language acquistion.
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

12. Evaluations of the five hypotheses
2nd criticism:
Krashen
Gregg
Learning is not as important as acquisition
Learning & acquisition can both be beneficial
depends on the learner’s own styles and strategies
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

13. Evaluations of the five hypotheses
3rd criticism:
Krashen
Gregg & White
Claimed that the
input one understands MUST contains i + 1, that is the comprehensive input
We are unable to define i and 1
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

14. Evaluations of the five hypotheses
4th criticism:
Krashen
Criticism
Speech will ‘emerge’ once acquirer has
built up enough comprehensible
input
Speech will indeed emerge for bright learners
BUT no significant information on Krashen’s theories about learners whose speech does not ‘emerge’
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

15. 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 subjects
in French
but not having to reply in French
did not achieve full productive competence in French
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

16. 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 Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

17. 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 Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

18. 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
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 Mei
Facilitator: Jessie Grace U. Rubrico, PhD
PBET Group 7b (TESL) Semester 2 AY , Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL