Arab World English Journal (AWEJ) Volume 12. Number2 June 2021                                             Pp. 540 -550
DOI: https://dx.doi.org/10.24093/awej/vol12no2.36

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Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second
Language Learning 

Francis Bailey
University of Kentucky
United States

 Ahmed Kadhum Fahad
University of Thi-Qar
Iraq

Received: 3/7/2021                    Accepted: 6/6/2021       Published: 6/28/2021 6/28/2021

Abstract:
Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.
Keywords: identity, Krashen, linguistic input, motivation, second language development, reading

Cite as: Bailey, F., & Fahad, A. K. (2021). Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning.
Arab World English Journal, 12 (2) 540 -550.
DOI: https://dx.doi.org/10.24093/awej/vol12no2.36

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Received: 3/7/2021 
Accepted: 6/6/2021
Published: 6/28/2021 
https://dx.doi.org/10.24093/awej/vol12no2.36 
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Dr. Francis Bailey is the Director of the TESL MA Program at the University of Kentucky, U.S. He has conducted research on second language acquisition and challenges faced by English learners due to differences between home and community ways of learning and knowing and the academic and social demands of schools. Dr. Bailey focuses on the role that social and cognitive processes play in second language learning and the implications for classroom teachers.  https://orcid.org/0000-0002-9558-0751