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Transcript of INPUT HYPOTHESIS
by understanding messages or by receiving "comprehensible input". Stephen Krashen How do we acquire language? 1.comprehensible input 3. No necessary difficult input. i (current knowledge) + 1 (extra input) Language is developed in “two distinct and independent ways” when the input is understood, i+1 will be provided automatically. 2. Comprehensible input should be (1) one step beyond the learner’s(i) current language ability in order to allow learners to continue to progress with their language development. Input hypothesis highlights the importance of using the target language in the classroom. The goal of any language program is for learners to be able to communicate effectively by providing as much comprehensible input as possible, especially in situations when learners are not exposed to the TL outside of the classroom, the teacher is able to create a more effective opportunity for language acquisition. Acquisition Learning (cc) photo by twicepix on Flickr 4. Production ability is not taught directly. speaking skill becomes accurate over time 4 Basic parts Acquisition Learning (cc) image by anemoneprojectors on Flickr *subconscious
*use of grammar "feel"
*depends on actitude
*stable order of acquisition *conscious
*use of grammatical rules
*depends on attitude
*simple to complex order of learning. Silent period simple codes first language acquisition in children (cc) image by nuonsolarteam on Flickr the more comprehensible input the greater the L2 proficiency simple codes Evidence Input Hypothesis References http://www.sdkrashen.com/Principles_and_Practice/Principles_and_Practice.pdf
http://www.youtube.com/watch?v=mTnHonxao70 Foreign talk Teacher talk Interlanguage 3 types of modified input Second Language Acquisition Pedagogical aids Audio-visual aids Realia No verbal elements Nicté Moncivaez L2 is acquired just like the L1 Teachers find ways to the acquirer level of competence and understanding related to acquisition not to learning