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The input hypothesis, also known as the monitor model, is a group of five hypotheses of secondlanguage 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 acquisitionlearning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis.

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 new knowledge or language structures that we should be ready to acquire.

Acquisition-learning hypothesis
According to Stephen Krashen's acquisition-learning hypothesis, there are two independent ways in which we develop our linguistic skills: acquisition and learning.[3] This theory is at the core of modern language acquisition theory, and is perhaps the most fundamental of Krashen's theories.

Monitor hypothesis
The monitor hypothesis asserts that a learner's learned system acts as a monitor to what they are producing. In other words, while only the acquired system is able to produce spontaneous speech, the learned system is used to check what is being spoken.

Natural order hypothesis


According to Krashen, learners acquire parts of language in a predictable order. For any given language, certain grammatical structures are acquired early while others are acquired later in the process.

Affective filter hypothesis


According to the affective filter hypothesis, certain emotions, such as anxiety, self-doubt, and mere boredom interfere with the process of acquiring a second language. They function as a filter between the speaker and the listener that reduces the amount of language input the listener is able to understand. These negative emotions prevent efficient processing of the language input.[3] The hypothesis further states that the blockage can be reduced by sparking interest, providing low-anxiety environments, and bolstering the learner's self-esteem.

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