Krashen's Input Hypothesis - Assignment Example

Final Exam The acquisition-learning distinction The acquisition learning distinction is the most crucial for the hypothesis that form Krashens Input Hypothesis. The hypothesis stipulates that grownups have two different methods of emerging ability in a second language. The acquisition of language occurs in a subconscious manner, and this means that people acquiring a language may not always be aware they that are acquiring language. Indeed, such people only believe that they are applying the language for communication purposes only. According to Krashens, acquisition of c competence also happens in a subconscious manner (Brown 18-19). Natural order proposition The postulation demands that the attainment of grammatical structures occurs in a methodical and foreseeable manner. In any given language, there are grammatical structures that seem to be obtained early. And others late without any influence of the learner’s native language, age, or even the conditions under which the learner gets exposed to a second language. The monitor assumption This premise provides that language attainment and learning can be applied in several specific ways. Under normal circumstances, acquisition ‘starts’ an individual’s utterances in a second language, and has sole responsibility for the individual’s fluency in the language (Brown 68). Learning plays only a single specific function of acting as a monitor or editor. This means that learning is only responsible for making variations in a person’s utterance once the word has been formed by the learned system. It is notable that the changes can happen before one speaks, writes, or even after self-correction takes place. The input hypothesis The hypothesis responds to the query of how a person who has acquired a second language can develop competency in the language with time. According to Krashens, individuals gain competency only when they comprehend language that has a structure that supersedes their current level. Thus, competence in a second language is gained with the aid of context or extra-linguistic information. The affective filter hypothesis The Affective Filter Hypothesis encapsulates Krashen’s perception that several affecting variables perform a facilitative, but non-casual function in the attainment of a second language (Hong). These affecting variables comprise self-confidence, nervousness, and impetus. Learners who portray a high level of self-confidence, motivation, and low levels of anxiety have a higher chance of succeeding in acquiring a second language. On the other hand, low levels of self-confidence and motivation, coupled with high anxiety level, can raise the effective filter and hinder comprehensible input from being applied for second language acquisition. Contribution to understanding of SLA Firstly, the hypothesis offers a statement paramount principle; that is, in order for successful language acquisition to take place, learners must gain access to message-oriented communication that they can comprehend. Secondly, the hypothesis increases the understanding of second language acquisition by demonstrating that the optimal method of learning a second language can only happen by means of natural communication. Therefore, the ideal way of enhancing language acquisition is by creating an environment in which language is used to serve authentic purposes (Brown 124-136). In this way, individuals are better positioned to ‘acquire’ language rather than just ‘learning’ it. Lastly, the hypothesis creates an awareness that instructors should remain aware that certain language structures are easier to achieve than others. Thus, language structures need to be trained in a manner that makes education encouraging. Limitations of its explanatory power One limitation of the hypothesis is that some of its key assumptions and postulations are not succinctly defined and hence, are not readily testable. For instance, the learning acquisition dichotomy as presented by the hypothesis appears to be premised on the ‘conscious’ and ‘subconscious’ processes respectively. One can note that these processes have not been accorded clear definition by Krashens though he tends to apply them in his hypothesis. Due to this shortcoming, it becomes hard to make an independent judgement on whether individuals are ‘learning’ or ‘acquiring’ language. Visual representation Learning is in other time integrated with physical object to enhance rapid acquisition of a second language. For a long time second learning have used artistic work, drawings, caricatures, sketches and paintings to aid in learning. The illustrations below demonstrate the visual representation involved in second language acquisition. Question 1 What do boys give their mother during Christmas cerebrations? Answers: Flowers, gifts, candy etc. This kind of question attracts correct answer from learner compare to a question without visual representation. Question 2 Where will you be this Saturdays if it rains? Answers: I will be in the house, I have not yet decided where I will spend my weekend, and I will be out hiking. This too attract help the learners to understand the question more vividly. Question 3 Have you been to the Mt. Malaya’s? Answer: No the mountain is not in our country. Therefore, accompanying visual images in question for learners of second language acquisition help them in answering correctly. Internal factors a) Motivation It is important to note that motivation plays a key role in influencing why people opt to do something, the duration they desire to sustain the activity, as well as their commitment in pursuing the activity. The same applies when it comes to the attainment of a second language. Integrative motivation that determines individuals’ desire to acquire a second language for purposes of identifying with a group of people that speak the language influences second language acquisition. b) Personality During language acquisition, anxious or withdrawn individuals often demonstrate sluggish development, particularly in the improvement of oral skills. Such learners are less likely to utilize any chances to speak, or even to seek such changes. On the other hand, more active learners do not worry about the probability of making mistakes. Such people are ready to take risks, and hence, offer themselves more practice. c) Experiences Adult learners who have greater general knowledge and experience are better posted to develop a second language than those with little exposure. A person who has already resided in three different countries and got exposed to various languages has a stronger desire to learn a new language than one who has no outside exposure away from their native language. External factors a. Curriculum For second language learners, it is paramount that the inclusiveness of their educational experience is appropriate to their needs. This means that second language acquisition may not happen if learners are totally suffused into the normal program deprived of any extra help. b. Culture and status Adult learners whose beliefs has an inferior rank than the values they are acquiring in a second language tend to make slow progress in acquiring a second language. c. Access to native speakers The opportunity for interacting with native speakers serves a significant advantage for second language acquisition. This is because native speakers happen to be linguistic models and can offer the appropriate feedback that in turn enhances language acquisition. People without widespread admittance to native speakers may demonstrate sluggish development, particularly in the hearing characteristics of language acquisition. Work Cited Brown, Douglas. Principles of language Learning and Teaching. London: Pearson Longman, 2000. Print. Read More