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Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis.
The input hypothesis. This states that language is acquired by exposure to comprehensible input at a level a little higher than that the learner can already understand. Krashen names this kind of input "i+1". [10] The natural order hypothesis. This states that learners acquire the grammatical features of a language in a fixed order, and that ...
Stephen D. Krashen (born May 14, 1941) is an American linguist, educational researcher and activist, ... and the natural order hypothesis. [4] ...
Krashen’s Theory of Second Language Acquisition is a highly practical theory for communicative language learning. This notion of second language acquisition consists of five main hypotheses: the Acquisition-Learning hypothesis; the Monitor hypothesis; the Natural Order hypothesis; the Input hypothesis; and the Affective Filter hypothesis.
The order of acquisition is a concept in language acquisition describing the specific order in which all language learners acquire the grammatical features of their first language (L1). This concept is based on the observation that all children acquire their first language in a fixed, universal order, regardless of the specific grammatical ...
Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition. [37] [38] Krashen pointed to studies showing that the length of time a person stays in a foreign country is closely linked with their level of language acquisition. Further ...
The Natural Order hypothesis states that the pieces of the L2 grammatical system are learned in a specific “natural order.” Krashen claimed that this natural order was not affected by the order in which items are taught in a classroom or even by the L1 of the learner. That is, all learners pass through the same natural order of acquisition.
The Bottleneck Hypothesis [23] suggests that certain linguistic features in second-language acquisition (SLA) act as a bottleneck, limiting the progression of learners in acquiring the full grammatical system of the target language. According to this hypothesis, functional morphology is the most challenging aspect for adult L2 learners to acquire.