Question

A teacher consistently provides opportunities for students to hear and read stories slightly above their current language level, with plenty of context clues. This approach directly aligns with which of Krashen's hypotheses?

• A. A. Monitor Hypothesis
• B. B. Input Hypothesis
• C. C. Affective Filter Hypothesis
• D. D. Natural Order Hypothesis

Answer 1

Answer:

B. B. Input Hypothesis

Krashen's Five Hypotheses of Second Language Acquisition

• Stephen Krashen, a prominent linguist and researcher, proposed five interconnected hypotheses that explain how individuals acquire a second language. These theories are foundational in the field of Second Language Acquisition (SLA) and are frequently tested in competitive exams.

The Input Hypothesis (i+1)

• This hypothesis is central to Krashen's theory and directly relates to the scenario described. It states that individuals acquire language when they understand messages that contain structures *slightly beyond* their current level of competence.
• This is often represented by the formula i+1, where 'i' represents the learner's current level of language proficiency (or interlanguage), and '+1' represents the next stage of development.
• The key element is that the input must be comprehensible. In the given scenario, providing "plenty of context clues" ensures that the slightly advanced stories remain understandable to the students. This makes the input both challenging and accessible, facilitating acquisition.
• The Input Hypothesis suggests that language acquisition is primarily driven by exposure to meaningful and understandable input, rather than explicit instruction on grammatical rules.

Other Key Krashen Hypotheses for Competitive Exams

• Acquisition-Learning Hypothesis: Krashen distinguishes between 'acquisition' (a subconscious process similar to how children learn their first language, focusing on meaning) and 'learning' (a conscious process of knowing about the language, like grammar rules, often through formal instruction). He argues that acquisition is more important for developing fluency.
• Monitor Hypothesis: This hypothesis suggests that the 'learned' language system acts as a 'monitor' or editor for the 'acquired' system. It can be used to plan, correct, and polish language output, but only when the learner has sufficient time, focuses on form, and knows the rules.
• Natural Order Hypothesis: This hypothesis posits that language learners acquire grammatical structures in a predictable, 'natural' sequence, regardless of their native language or the method of instruction. For example, certain morphemes (like -ing or plural -s) tend to be acquired earlier than others.
• Affective Filter Hypothesis: This hypothesis explains how emotional factors can impact language acquisition. A high 'affective filter' (e.g., high anxiety, low motivation, lack of self-confidence) can create a mental barrier that prevents comprehensible input from being processed by the brain's language acquisition device. A low affective filter, conversely, facilitates acquisition.

Competitive Exam Relevance

• Understanding the concept of i+1 and comprehensible input is crucial for questions related to language teaching methodologies.
• Differentiating between acquisition and learning is a common point of confusion that examiners target.
• Recognizing the role of affective factors in language learning is also important for pedagogy-related questions.