Name : Devinna Fitriani

Nim : A1B218066

The Role of Input in Language Acquisition

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 hypotheses are the
input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order
hypothesis and the affective filter hypothesis. The input hypothesis was first published in 1977

The hypotheses put primary importance on the comprehensible input (CI) that language

learners are exposed to. Understanding spoken and written language input is seen as the only
mechanism that results in the increase of underlying linguistic competence, and language output
is not seen as having any effect on learners' ability. Furthermore, Krashen claimed that linguistic
competence is only advanced when language is subconsciously acquired, and that
conscious learning cannot be used as a source of spontaneous language production. Finally,
learning is seen to be heavily dependent on the mood of the learner, with learning being impaired
if the learner is under stress or does not want to learn the language.
Krashen's hypotheses have been influential in language education, particularly in
the United States, but have received criticism from some academics. Two of the main criticisms
state that the hypotheses are untestable, and that they assume a degree of separation
between acquisition and learning that has not been proven to exist.
The five hypotheses that Krashen proposed are as follows:

 The input hypothesis. This states that learners progress in their knowledge of the
language when they comprehend language input that is slightly more advanced than their
current level. Krashen called this level of input "i+1", where "i" is the learner's interlanguage
and "+1" is the next stage of language acquisition.
 The acquisition–learning hypothesis claims that there is a strict separation
between acquisition and learning; Krashen saw acquisition as a purely subconscious process
and learning as a conscious process, and claimed that improvement in language ability was
only dependent upon acquisition and never on learning.
 The monitor hypothesis states that consciously learned language can only be used
to monitor language output; it can never be the source of spontaneous speech.
 The natural order hypothesis states that language is acquired in a particular order, and
that this order does not change between learners, and is not affected by explicit instruction.
 The affective filter hypothesis. This states that learners' ability to acquire language is
constrained if they are experiencing negative emotions such as fear or embarrassment. At
such times the affective filter is said to be "up."

Input Hypothesis
If i represents previously acquired linguistic competence and extra-linguistic knowledge, the
hypothesis claims that we move from i to i+1 by understanding input that contains i+1. Extra-
linguistic knowledge includes our knowledge of the world and of the situation, that is,
the context. The +1 represents 'the next increment' of new knowledge or language structure that
will be within the learner's capacity to acquire.
'Comprehensible input' is the crucial and necessary ingredient for the acquisition of language.
The comprehensible input hypothesis can be restated in terms of the natural order hypothesis For
example, if we acquire the rules of language in a linear order (1, 2, 3...), then i represents the last
rule or language form learned, and i+1 is the next structure that should be learned. It must be
stressed, however, that just any input is not sufficient; the input received must be
comprehensible.
Acquisition Learning hypothesis

In modern linguistics, there are many theories as to how humans are able to

develop language ability. According to Stephen Krashen's acquisition-learning hypothesis, there
are two independent ways in which we develop our linguistic skills: acquisition and
learning. This theory is at the core of modern language acquisition theory, and is perhaps the
most fundamental of Krashen's theories.
Acquisition of language is a natural, intuitive, and subconscious process of which individuals
need not be aware. One is unaware of the process as it is happening and, when the new
knowledge is acquired, the acquirer generally does not realize that he or she possesses any new
knowledge. According to Krashen, both adults and children can subconsciously acquire
language, and either written or oral language can be acquired. This process is similar to the
process that children undergo when learning their native language. Acquisition
requires meaningful interaction in the target language, during which the acquirer is focused on
meaning rather than form.
Learning a language, on the other hand, is a conscious process, much like what one experiences
in school. New knowledge or language forms are represented consciously in the learner's mind,
frequently in the form of language "rules" and "grammar", and the process often involves error
correction. Language learning involves formal instruction and, according to Krashen, is less
effective than acquisition. Learning in this sense is conception or conceptualisation: instead of
learning a language itself, students learn an abstract, conceptual model of a language, a "theory"
about a language (a grammar).