Question

In the Input Hypothesis, what does 'i+1' refer to?

• A. Language input that is significantly beyond the learner's current level, causing confusion.
• B. Language input that is exactly at the learner's current level, leading to no new learning.
• C. Language input that is slightly beyond the learner's current level (i), allowing for natural acquisition.
• D. Language input consisting solely of explicit grammar rules and paradigms.

Answer 1

Answer:

C. Language input that is slightly beyond the learner's current level (i), allowing for natural acquisition.

The Input Hypothesis and 'i+1'

• The Input Hypothesis is a core component of Stephen Krashen's theory of second language acquisition (SLA), often referred to as his 'Monitor Model'. It posits that learners improve and acquire language when they receive 'comprehensible input' that is slightly more advanced than their current level.

• Understanding 'i' and 'i+1'

  • 'i' represents the learner's current level of linguistic competence or proficiency in the target language. This includes the grammar, vocabulary, and structures they have already acquired.
  • 'i+1' refers to language input that contains structures and vocabulary that are just a step beyond the learner's current 'i' level. It is input that is comprehensible but contains new elements that challenge the learner slightly.

• Significance of 'i+1' for Acquisition

  • According to Krashen, learners acquire new language structures when they understand messages containing these structures. The 'i+1' level of input allows for this acquisition to occur naturally.
  • If the input is too simple (e.g., 'i'), there's nothing new to acquire.
  • If the input is too complex (e.g., 'i+2' or 'i+3'), it becomes incomprehensible, and thus, no acquisition can take place.
  • The ideal 'i+1' input acts as a 'scaffold,' helping the learner to move to the next level of proficiency.

• Key Facts related to Krashen's Hypotheses (for competitive exams)

  • Stephen Krashen is an American linguist, researcher, and activist in the field of second language acquisition. He developed several interconnected hypotheses in the 1970s and 1980s.
  • His Monitor Model consists of five main hypotheses:
    • The Acquisition-Learning Distinction Hypothesis: Acquisition is a subconscious process, similar to how children acquire their first language, while learning is a conscious process of studying rules.
    • The Monitor Hypothesis: Consciously learned rules (learning) can only be used to 'monitor' or edit language output, not to initiate it.
    • The Input Hypothesis: Language is acquired by understanding messages that are slightly beyond our current level (i+1).
    • The Natural Order Hypothesis: Language features are acquired in a predictable order, regardless of conscious learning.
    • The Affective Filter Hypothesis: Emotional factors (like motivation, self-confidence, anxiety) can block or impede acquisition. A low affective filter is conducive to acquisition.
  • The Input Hypothesis emphasizes the importance of comprehensible input as the sole true cause of second language acquisition. Output (speaking) is seen as a result of acquisition, not a cause.