Krashen's Input Hypothesis explains how learners acquire language through comprehensible input. Discover how this theory helps English teachers in Korea better support their students.
❚ What Is Krashen’s Input Hypothesis?
Krashen's Input Hypothesis, developed by linguist Stephen Krashen, suggests that language is best acquired when learners are exposed to comprehensible input—language that is just slightly above their current level of proficiency (i+1). This idea emphasizes natural acquisition over forced grammar drills or explicit instruction. It also argues that understanding comes first, and speaking follows naturally when learners are ready.
❚ Why the Input Hypothesis Matters in ESL Classrooms
In Korean classrooms, English learners often feel pressured to memorize grammar rules and vocabulary. However, Krashen’s theory shifts the focus to meaningful communication. When teachers provide authentic, understandable input, students become more engaged and motivated. This approach can reduce anxiety, increase retention, and lead to more natural language development—especially important for adult learners who may feel self-conscious.
❚ Applying Input Hypothesis in Korea: Strategies for ESL Teachers
To implement this theory effectively in Korea, consider the following strategies:
- Use graded readers with simplified vocabulary
- Show English videos with Korean subtitles, then gradually remove them
- Engage students in storytelling and personal experiences
- Encourage daily English exposure through podcasts, songs, or simple conversations
- Create a low-anxiety environment where students feel safe to absorb language naturally
These techniques make input not only understandable but also relevant to the learner’s context.
❚ Criticism and Limitations of the Input Hypothesis
While Krashen’s theory is widely respected, it’s not without critics. Some argue that output (speaking/writing) is just as crucial as input. Others believe that explicit instruction, especially for adults, helps learners understand complex grammar structures more efficiently. A balanced approach, integrating both comprehensible input and output opportunities, may be most effective—especially in exam-driven cultures like Korea.
❚ Conclusion: Krashen's Input Hypothesis and Teaching English in Korea
Krashen's Input Hypothesis offers a powerful framework for understanding how Korean students learn English. By focusing on understandable, engaging input, teachers can reduce stress, increase motivation, and foster real language acquisition. While not perfect, this approach aligns well with communicative teaching styles and can be especially effective in Korea’s evolving ESL landscape.