Input Hypothesis

Definition

The Input Hypothesis, proposed by Stephen Krashen, suggests that language acquisition occurs when learners are exposed to language input that is slightly beyond their current proficiency level, often referred to as 'i+1'. This concept emphasizes the importance of comprehensible input in language learning and connects closely to how language is taught and acquired across different stages and theories.

5 Must Know Facts For Your Next Test

1. The Input Hypothesis is central to Krashen's broader theory of second language acquisition, which includes five hypotheses focused on different aspects of language learning.
2. Krashen argues that language learners acquire language more effectively when they are not forced to produce language until they are ready, promoting a stress-free learning environment.
3. This hypothesis highlights the significance of exposure to real-life communication, as learners benefit from interacting with speakers who can provide input that matches their current understanding.
4. A key implication of the Input Hypothesis is that teachers should focus on providing engaging and meaningful content rather than on explicit grammar instruction.
5. Critics of the Input Hypothesis argue that it may oversimplify the complex process of language acquisition by placing too much emphasis on input while neglecting the role of output and interaction.

Review Questions

• How does the Input Hypothesis connect to the methods used in language teaching?
  • The Input Hypothesis significantly influences various methods of language teaching, as it supports the idea that learners need access to comprehensible input that is slightly above their current level. This approach encourages teachers to create lessons that focus on communication and meaning rather than rote memorization or strict grammar rules. By prioritizing engaging and understandable content, educators can facilitate a more natural learning experience that aligns with how learners acquire languages.
• Discuss the implications of the Input Hypothesis for understanding the stages of language acquisition in learners.
  • The Input Hypothesis has important implications for understanding how learners progress through different stages of language acquisition. It suggests that as students advance, they require increasingly complex input to continue their development. This means that teachers should assess learners' proficiency levels to ensure they provide appropriate input, allowing for optimal growth. The idea of 'i+1' indicates that exposure to slightly more challenging material is crucial for pushing learners from one stage to the next.
• Evaluate the strengths and weaknesses of the Input Hypothesis in relation to other theories of second language acquisition.
  • The strengths of the Input Hypothesis lie in its emphasis on the role of comprehensible input, which aligns with many observations in naturalistic language learning contexts. It provides a clear framework for creating effective learning environments that prioritize communication. However, its weaknesses include criticisms regarding its neglect of the importance of output and interaction in acquiring a language. Other theories may offer more balanced perspectives by recognizing that both input and active participation play vital roles in achieving fluency and proficiency.

Related terms

Comprehensible Input: Language input that is understandable to the learner, which is essential for effective language acquisition.

Second Language Acquisition: The process of learning a language other than one's native language, encompassing both informal and formal learning environments.

Natural Approach: A method of language teaching developed by Krashen and Tracy Terrell that emphasizes communication and the use of comprehensible input over grammar instruction.