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The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. 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 natural approach is a method of language teaching developed by Stephen Krashen and Tracy Terrell in the late 1970s and early 1980s. The Natural Approach has been used in ESL classes as well as foreign language classes for people of all ages and in various educational settings, from primary schools to universities. [1]
Stephen D. Krashen (born May 14, 1941) is an American linguist, educational researcher and activist, who is Emeritus Professor of Education at the University of Southern California. [1] He moved from the linguistics department to the faculty of the School of Education in 1994.
Language learning, on the other hand, is studying, consciously and intentionally, the features of a language, as is common in traditional classrooms. Krashen sees these two processes as fundamentally different, with little or no interface between them. In common with connectionism, Krashen sees input as essential to language acquisition. [4]
Krashen's Input hypothesis posits that learners acquire language primarily through exposure to comprehensible input, leading to the development of an implicit linguistic system. Krashen claimed that the role of conscious learning is minor, mainly helping learners monitor their output rather than acquire new rules.
Created Date: 8/30/2012 4:52:52 PM
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The dominant model in cognitive approaches to second-language acquisition, and indeed in all second-language acquisition research, is the computational model. [31] The computational model involves three stages. In the first stage, learners retain certain features of the language input in short-term memory. (This retained input is known as ...