2. Background
According to Richard. Schmidt the
concept of intake is crucial to second
language learning theory.
There is no consensus on the
definition of intake.
However, some of the definitions of
intake are:
3. The linguist Stephen Krashen
formulated the Input Hypothesis the
1970s and 1980s
Krashen apparently considers intake
as a synonymous with
comprehensible input.
He has approached intake as a
product, a subset of linguistic input.
4. There are other who prefer a process-oriented
approach to intake.
Rod Ellis says that not all available
input is processed by the learner,
either because some of it is not
understood or because some of it is
not attended to.
That part of the input that is processed
will be referred to as intake.
5. Richard Schmidt proposes the
following hypothesis:
Intake is that part of the input that the
learner notices.
6. Relevant information
Intake processes that are primarly
cognitive include inferencing,
structuring, and restructuring.
Inferencing
Learners may have three types of
inferencing:
◦ Implicit knowledge: referst to information
the learners intuit about the TL
7. ◦ Other knowledge: refers to the learners
knowledge about the TL, L1, and their
knowledge of the world.
◦ Context knowledge: includes both
linguistic and physical aspects of a
situation which provide input.
8. Inferencing
◦ It is succesful if the learners are able to
make connections between these three
types of sources of knowledge and the
input data.
9. Structuring
◦ The process helps learners construct and
organize the symbolic representational
system of the TL by gradually making
explicit the implicit knowledge
◦ This process helps learners make from
unanalyzed knowledge (prefabricated
patterns, memorized routines) to analized
knowledge (propositions)
10. Restructuring
◦ Denotes the addition of a new structure to
allow for a new interpretation
◦ It marks a strategy shift that reorganizes
task components (phonological,
morphological, syntactic, semantic)
resulting in more efficient intake
processing.
11. Examples
If a native speaker says it will take six
weeks
A nonnative speaker might fail to
notice the occurrence of the plural
morpheme
Alternatively, the nonnative speaker
might be aware that it was said was
six weeks without having any idea why
the –s is used.
12. Suppose that another nonnative
speaker have noticed the –s attached
numerous nouns and he realizes that
the –s frequently occurs with other
textual indicators of plurality and its
probably itself a marker of plurality.
13. Teachers can use this information to
know how the intake process works in
the student.
There are factors that influenced the
intake of the student.
◦ Age, attitude, motivation, learning
strategies, interaction, educational context
◦ They play an important role in triggering
the intake process
