This document summarizes Stephen Krashen's Input Hypothesis of second language acquisition. The hypothesis proposes that acquisition occurs through comprehensible input that is slightly above a learner's current level. It also describes four other hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis. Criticisms of Krashen's hypotheses are outlined, including that they do not sufficiently distinguish between conscious and unconscious learning. The document also discusses Merrill Swain's Output Hypothesis, which argues that output also plays an important role in developing language proficiency.

1. Krashen’s Input Hypothesis PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010 Language & Literacy Education Faculty of Education Universiti Malaya KL

2. Tan Chung Szuan PET 080017 Group Members Choo Yin Yin PET 080002 LooKe Sin PET 080005 Sharon Pang PET 080015 PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

3. Content PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

4. What is input and output? PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

5. Five Hypotheses 1. Acquisition-Learning Hypothesis PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

6. “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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

7. 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

8. 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

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 : English-speaking students learn all subjects in French but not having to reply in French did not achieve full productive competence in French PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

19. 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

20. 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 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL

21. 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 2009-2010 Department of Language & Literacy Faculty of Education University of Malaya KL Created by: Tan Chung Szuan, LooKee Sin, Choo Yin Yin and Sharon Pan Xie Mei Facilitator: Jessie Grace U. Rubrico, PhD PBET 2113 Group 7b (TESL) Semester 2 AY 2009-2010, Department of Language & Literacy Education, Faculty of Education, Universiti Malaya KL