monitor under-users, who rarely use the monitor even when it can help; and optimal users, who use the monitor in appropriate times.
29
4. The Input Hypothesis
Once it is established that acquisition is the main goal, a question emerges: ―how do people acquire language?‖ This hypothesis seeks to answer that question
and it is perhaps the principal theory on which this study is based. According to Krashen, people acquire language when they receive a
comprehensible input. It means a language input with a structure that is slightly beyond their current competence but still meaningful to them. The inputs can be
received primarily from directly listening to other people ‘s speech. With the
advancement of the mass media and technology, people can also get inputs by listening to a news broadcast, listening to an English song, watching a television
program, or watching an English movie. People can understand this input by using their current competence as well as
context and their background knowledge. A person‘s current competence can be
symbolized as i. In acquiring the language, this person moves from i to the next level which is i+1. To get there, the person needs to understand an utterance, or an
input that contains i+1. It is important to emphasize ―understand‖ as there will be
no acquisition if the input is not comprehensible. It should also be noted that ―understand‖ here means understanding the meaning and not the form. The
process is represented on Figure 2.2.
Figure 2.2 How Comprehensible Input Works in Language Acquisition
29
Ibid., pp. 17 – 19.
i i+1
i+1 i+1
i+1
Comprehensible input Comprehensible input
Comprehensible input Comprehensible input
One important part of this hypothesis is the emphasis on receptive skill, mainly listening. People use their listening skill to receive and understand input.
Their ability to produce or speak emerges much later when the learners feel ready.
30
5. The Affective Filter Hypothesis
This main concern of this hypothesis is how acquisition is influenced by people‘s affective factors. There is a language acquisition device LAD in the
brain whose function is processing input to become competence. However, there is an affective filter between the coming input and LAD. What this filter does is
‗filter‘ the input and prevent the receiver from acquiring the language, as illustrated on Figure 2.3.
Figure 2.3 How Affective Filter Influences Input and Acquisition
What make a person‘s affective filter are three affective factors: motivation, self-confidence, and anxiety. When a person has low motivation, low self-
confidence, and high anxiety, the affective filter is strong. Thus, the person‘s language acquisition device will receive the least input. In order to successfully
receive the input and acquire the language, the person needs to have optimal attitudes towards the input. Optimal attitudes consist of high motivation, high self-
confidence, and low anxiety. To simplify: optimal attitudes will weaken the affective filter, which will allow more input to be received. This will lead to a
successful acquisition.
31
30
Ibid., pp. 21 – 22.
31
Ibid., pp. 30 – 32.
Input LAD
Acquired competence
Filter
