Input comprehension theory
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Stephen Krashen's Input Hypothesis states that language is acquired through understanding messages that are just beyond one's current competence. Learners must receive comprehensible input in a low-anxiety environment where they are motivated. The hypothesis helps teachers of young English learners by suggesting the first language can aid comprehension when used to provide context, but may hinder learning if overused for translation without engagement with English.
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The document discusses listening skills and their importance in communication. It describes listening as an active process that requires focus and attention to both verbal and nonverbal cues. Effective listening involves accurately receiving, interpreting, and understanding messages. Some key benefits of strong listening skills include improved relationships, academic and work performance, self-esteem, health, and productivity. The document outlines various types of listening, signs of active listening, and techniques to improve listening abilities.
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Learning Outcomes
By the end of this chapter you will be able to accomplish the following objectives:
1. In the context of Krashen’s input hypothesis, analyze and interpret the importance of compre-
hensible language input.
2. Explain how affective factors can interfere with learning and how teachers can help to reduce
their impact.
3. Define the interaction hypothesis and assess its role in language teaching and learning.
4. Summarize the principle characteristics of communicative language teaching and explain its
relationship to communicative competence.
5. Identify and evaluate the factors that contribute to ELLs becoming long-term language
learners.
5Teaching English Language Learners
Monkeybusinessimages/iStock/Thinkstock
CO_TX
CO_NL
CO_CRD
CT CN
pip82223_05_c05_109-134.indd 109 6/30/15 11:12 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Introduction
Whatever their age and grade level, whatever their first language, ELLs have one goal in com-
mon: communicative competence—the ability to function effectively in English in both social
and academic settings. Helping them to reach that goal is the teacher’s main objective. We
ended the last chapter with a description of how the concept of communicative competence
contributed to the development of communicative teaching approaches. One of the more
prominent of these was developed by Stephen Krashen in the 1980s and was called the natu-
ral approach. This approach was based on five hypotheses about language acquisition (see
Krashen’s Five Hypotheses), and while theorists have taken issue with the scope and details
of some of them, two of the hypotheses have influenced second language teaching for the
past several decades and are widely accepted as pillars of communicative language teaching.
These are the input hypothesis (Chapter 2) and the affective filter hypothesis, which we will
examine along with the interaction hypothesis proposed by Michael Long (1996). To under-
stand how these three hypotheses are realized in classroom practice, we will examine the
four defining characteristics of communicative language teaching.
As we delve deeper into communicative teaching practices, we begin with a basic question:
What is the teacher’s main objective in teaching ELLs? Simply stated, it is to help ELLs acquire
all the English they need for social and academic purposes while simultaneously learning the
content knowledge appropriate to their grade level. With some young learners, and under
certain conditions, teachers can meet this objective fairly quickly, sometimes within the
school year. For others, especially those who begin later than kindergarten or first grade, it
takes longer, and although the authors of most accountability measures assume that it takes
three years (Chapter 3), that is not the case for all learners. The overarching goal in teaching
ELLs, then, is to keep them fr ...
109Learning OutcomesBy the end of this chapter you will
109
Learning Outcomes
By the end of this chapter you will be able to accomplish the following objectives:
1. In the context of Krashen’s input hypothesis, analyze and interpret the importance of compre-
hensible language input.
2. Explain how affective factors can interfere with learning and how teachers can help to reduce
their impact.
3. Define the interaction hypothesis and assess its role in language teaching and learning.
4. Summarize the principle characteristics of communicative language teaching and explain its
relationship to communicative competence.
5. Identify and evaluate the factors that contribute to ELLs becoming long-term language
learners.
5Teaching English Language Learners
Monkeybusinessimages/iStock/Thinkstock
CO_TX
CO_NL
CO_CRD
CT CN
pip82223_05_c05_109-134.indd 109 6/30/15 11:12 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Introduction
Whatever their age and grade level, whatever their first language, ELLs have one goal in com-
mon: communicative competence—the ability to function effectively in English in both social
and academic settings. Helping them to reach that goal is the teacher’s main objective. We
ended the last chapter with a description of how the concept of communicative competence
contributed to the development of communicative teaching approaches. One of the more
prominent of these was developed by Stephen Krashen in the 1980s and was called the natu-
ral approach. This approach was based on five hypotheses about language acquisition (see
Krashen’s Five Hypotheses), and while theorists have taken issue with the scope and details
of some of them, two of the hypotheses have influenced second language teaching for the
past several decades and are widely accepted as pillars of communicative language teaching.
These are the input hypothesis (Chapter 2) and the affective filter hypothesis, which we will
examine along with the interaction hypothesis proposed by Michael Long (1996). To under-
stand how these three hypotheses are realized in classroom practice, we will examine the
four defining characteristics of communicative language teaching.
As we delve deeper into communicative teaching practices, we begin with a basic question:
What is the teacher’s main objective in teaching ELLs? Simply stated, it is to help ELLs acquire
all the English they need for social and academic purposes while simultaneously learning the
content knowledge appropriate to their grade level. With some young learners, and under
certain conditions, teachers can meet this objective fairly quickly, sometimes within the
school year. For others, especially those who begin later than kindergarten or first grade, it
takes longer, and although the authors of most accountability measures assume that it takes
three years (Chapter 3), that is not the case for all learners. The overarching goal in teaching
ELLs, then, is to keep them fr ...
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Diffrence between Hearing and listening
Hear Are The Diffrence Between Hearing And Listening Presented By The Group Of GEC Bhavnagar ...Enrollment No 140210111026-140210111030
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Similar to Input comprehension theory
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By the end of this chapter you will be able to accomplish the following objectives:
1. In the context of Krashen’s input hypothesis, analyze and interpret the importance of compre-
hensible language input.
2. Explain how affective factors can interfere with learning and how teachers can help to reduce
their impact.
3. Define the interaction hypothesis and assess its role in language teaching and learning.
4. Summarize the principle characteristics of communicative language teaching and explain its
relationship to communicative competence.
5. Identify and evaluate the factors that contribute to ELLs becoming long-term language
learners.
5Teaching English Language Learners
Monkeybusinessimages/iStock/Thinkstock
CO_TX
CO_NL
CO_CRD
CT CN
pip82223_05_c05_109-134.indd 109 6/30/15 11:12 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Introduction
Whatever their age and grade level, whatever their first language, ELLs have one goal in com-
mon: communicative competence—the ability to function effectively in English in both social
and academic settings. Helping them to reach that goal is the teacher’s main objective. We
ended the last chapter with a description of how the concept of communicative competence
contributed to the development of communicative teaching approaches. One of the more
prominent of these was developed by Stephen Krashen in the 1980s and was called the natu-
ral approach. This approach was based on five hypotheses about language acquisition (see
Krashen’s Five Hypotheses), and while theorists have taken issue with the scope and details
of some of them, two of the hypotheses have influenced second language teaching for the
past several decades and are widely accepted as pillars of communicative language teaching.
These are the input hypothesis (Chapter 2) and the affective filter hypothesis, which we will
examine along with the interaction hypothesis proposed by Michael Long (1996). To under-
stand how these three hypotheses are realized in classroom practice, we will examine the
four defining characteristics of communicative language teaching.
As we delve deeper into communicative teaching practices, we begin with a basic question:
What is the teacher’s main objective in teaching ELLs? Simply stated, it is to help ELLs acquire
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content knowledge appropriate to their grade level. With some young learners, and under
certain conditions, teachers can meet this objective fairly quickly, sometimes within the
school year. For others, especially those who begin later than kindergarten or first grade, it
takes longer, and although the authors of most accountability measures assume that it takes
three years (Chapter 3), that is not the case for all learners. The overarching goal in teaching
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Learning Outcomes
By the end of this chapter you will be able to accomplish the following objectives:
1. In the context of Krashen’s input hypothesis, analyze and interpret the importance of compre-
hensible language input.
2. Explain how affective factors can interfere with learning and how teachers can help to reduce
their impact.
3. Define the interaction hypothesis and assess its role in language teaching and learning.
4. Summarize the principle characteristics of communicative language teaching and explain its
relationship to communicative competence.
5. Identify and evaluate the factors that contribute to ELLs becoming long-term language
learners.
5Teaching English Language Learners
Monkeybusinessimages/iStock/Thinkstock
CO_TX
CO_NL
CO_CRD
CT CN
pip82223_05_c05_109-134.indd 109 6/30/15 11:12 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Introduction
Whatever their age and grade level, whatever their first language, ELLs have one goal in com-
mon: communicative competence—the ability to function effectively in English in both social
and academic settings. Helping them to reach that goal is the teacher’s main objective. We
ended the last chapter with a description of how the concept of communicative competence
contributed to the development of communicative teaching approaches. One of the more
prominent of these was developed by Stephen Krashen in the 1980s and was called the natu-
ral approach. This approach was based on five hypotheses about language acquisition (see
Krashen’s Five Hypotheses), and while theorists have taken issue with the scope and details
of some of them, two of the hypotheses have influenced second language teaching for the
past several decades and are widely accepted as pillars of communicative language teaching.
These are the input hypothesis (Chapter 2) and the affective filter hypothesis, which we will
examine along with the interaction hypothesis proposed by Michael Long (1996). To under-
stand how these three hypotheses are realized in classroom practice, we will examine the
four defining characteristics of communicative language teaching.
As we delve deeper into communicative teaching practices, we begin with a basic question:
What is the teacher’s main objective in teaching ELLs? Simply stated, it is to help ELLs acquire
all the English they need for social and academic purposes while simultaneously learning the
content knowledge appropriate to their grade level. With some young learners, and under
certain conditions, teachers can meet this objective fairly quickly, sometimes within the
school year. For others, especially those who begin later than kindergarten or first grade, it
takes longer, and although the authors of most accountability measures assume that it takes
three years (Chapter 3), that is not the case for all learners. The overarching goal in teaching
ELLs, then, is to keep them fr ...
Krashen
Krashen's theory of second language acquisition consists of six main hypotheses: the Acquisition-Learning hypothesis, the Monitor hypothesis, the Natural Order hypothesis, the Input hypothesis, the Affective Filter hypothesis, and the Reading Hypothesis. The document then provides explanations of how each hypothesis can apply to second language teaching, with a focus on creating opportunities for natural communication, balancing accuracy and fluency, teaching language in the order it is naturally acquired, providing comprehensible input, establishing a low-anxiety classroom environment, and incorporating reading.
The natural approach presentation
The Natural Approach focuses on acquiring language through meaningful communication and interaction, without explicit grammar instruction. It is based on Krashen's theories of language acquisition, including the idea that acquisition is subconscious and separate from conscious learning. The approach emphasizes understanding messages in the target language through modified input from the teacher.
FAMOUS ESL THEORIST
summaries of famous esl theorist. their approaches and how can their approaches can be applied in classrooms.
Krashen, five central hypothesis
1. Stephen Krashen developed five central hypotheses about language acquisition in the 1980s that transformed language teaching, including the acquisition-learning hypothesis, monitor hypothesis, natural order hypothesis, input hypothesis, and affective filter hypothesis.
2. The acquisition-learning hypothesis distinguishes between conscious learning and unconscious acquisition of a language and claims learning does not necessarily become acquisition.
3. The monitor hypothesis states that learned knowledge only functions as an editor and acquisition initiates fluency, with three problematic conditions for monitor use.
Krashen’s theory
Krashen's theory of second language acquisition consists of five main hypotheses: 1) The acquisition-learning hypothesis distinguishes between acquired and learned systems. 2) The monitor hypothesis concerns the use of learned grammar. 3) The natural order hypothesis states that acquisition follows a predictable order. 4) The input hypothesis claims that we acquire by understanding language a little beyond our current level. 5) The affective filter hypothesis embodies that affective variables like motivation and anxiety can impede or facilitate acquisition. The input hypothesis also states that speaking ability emerges over time through comprehensible input, not direct instruction, and the affective filter hypothesis claims learners with positive affect are better equipped for acquisition.
Tutorial 3r
The document outlines the core tenets of an instructional plan, drawing from educational theorists like Carl Rogers and Caleb Gattegno. It discusses that learning is most effective when: (1) relevant to students' interests; (2) external threats are minimized; and (3) self-initiated. The plan focuses on student-centered, experiential learning where students work inductively by using language in context. Drawing from theorists like Krashen and Holt, it emphasizes that students learn best through meaningful use of language and by doing, rather than studying abstract concepts. The role of the teacher is to facilitate learning, provide comprehensible input, and help students become autonomous learners.
Monitor Model Theory
This document summarizes Stephen Krashen's Monitor Model Theory of second language acquisition, which includes five main hypotheses:
1) The Acquisition-Learning Hypothesis distinguishes between subconscious language acquisition and conscious language learning.
2) The Natural Order Hypothesis claims language is acquired in a predictable order regardless of teaching.
3) The Monitor Hypothesis describes the role of learned grammar rules in monitoring spoken output.
4) The Input Hypothesis states that language is acquired through comprehensible input at one's current level.
5) The Affective Filter Hypothesis proposes positive affect leads to more language acquisition by lowering the mental block to input.
The Natural approach
This a very detailed presentation about the Natural approach, which can help English Language teacher and applied linguistics students.
Natural approach
The document summarizes Stephen Krashen's theory of language acquisition, known as the Natural Approach. It was developed by Krashen and Tracy Terrell in 1983. The theory includes five main hypotheses: 1) acquisition vs learning, 2) natural order, 3) monitor, 4) input, and 5) affective filter. The Natural Approach focuses on providing comprehensible input through activities to help students acquire a language naturally without explicit instruction of grammar rules. The teacher's role is to create a low-anxiety environment and use materials to promote meaningful communication and comprehension.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
Total Physical Response
The document discusses the Total Physical Response (TPR) language teaching method developed by Dr. James Asher in the 1970s. TPR uses physical movement and actions in response to verbal commands to help lower students' stress levels and increase comprehension when learning a new language. It places emphasis on listening skills before speaking. The method focuses on meaning over form and uses activities like imperative drills, role playing, and materials like pictures. TPR is best suited for basic language acquisition in beginner students through a stress-free environment.
Affective effective language english language teaching method
Affective effective language english language teaching methodEduardo Hernández Rangel, MCC, PMP, ITIL Cer, Scrum Master
This document discusses the Affective Effective Language Teaching Method (AELTM), which aims to teach English in an effective way by encouraging affective attitudes in students. It summarizes Krashen's theory of second language acquisition and emphasizes reducing anxiety and promoting meaningful interaction. The method considers students' multiple intelligences and uses techniques from suggestopedia and behaviorism. Activities focus on building background knowledge, lowering anxiety, and making learning enjoyable and relaxed. The teacher's role is to create a supportive environment where students feel confident to experiment with the language.El enfoque natural
The Natural Approach is a language teaching method developed by Tracy Terrell and Stephen Krashen that claims language is acquired similarly to a first language through meaningful communication. It focuses on providing comprehensible input through activities that are slightly above students' current language level. Students first develop comprehension skills through listening and reading before speaking. Speaking emerges gradually without early emphasis on grammatical accuracy. The approach is based on Krashen's theories including the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis.
Ethical Listening-KAYZEL.ppt
This document discusses the importance and process of listening. It identifies 5 stages of listening: receiving, understanding, remembering, evaluating, and responding. At the receiving stage, the listener focuses on the speaker's message. At the understanding stage, the listener attempts to determine the meaning while being aware their own perceptions may differ. The remembering stage involves retaining the message. During evaluating, the listener judges the value of the message. Finally, at the responding stage, the listener provides feedback through their actions. The document also explores top-down and bottom-up listening processes and identifies 16 key listening skills. It emphasizes the importance of listening for both comprehending and acquiring a new language according to theories like Krashen's input hypothesis.
Motivation
The document discusses Krashen's Affective Filter hypothesis, which is one of the five hypotheses that make up his Theory of Second Language Acquisition. The Affective Filter Hypothesis proposes that affective variables like motivation, self-confidence and anxiety play a role in second language acquisition - learners with high motivation, self-confidence and low anxiety are better equipped for language learning success. These affective factors can raise learners' affective filter, preventing comprehensible input from being used for acquisition. The document emphasizes the important role affect plays and the need for teachers to ensure students' affective filters remain low to facilitate learning.
Week 4 SPE-MTB-MLE.pdf
This document discusses Stephen Krashen's Monitor Model of second language acquisition. It provides background on Krashen, including that he is an American linguist who developed five hypotheses around second language learning. One of the hypotheses is the Acquisition-Learning Hypothesis, which distinguishes between acquiring a language naturally through use (acquisition) versus learning a language through formal instruction. Another is the Affective Filter Hypothesis, which proposes that learners can be mentally blocked from learning if they have a high "affective filter" due to anxiety or other affective factors. The document provides examples of how teachers can lower students' affective filters to optimize language learning.
Theoriesof Firstand Second Language Session1slideshare
This document discusses theories of first and second language acquisition. It covers several topics, including introducing concepts, discussing how theories of second language acquisition fit into teacher education, and presenting different theories of first and second language acquisition. The document contains slides from a seminar on theories of first and second language acquisition, including discussions of various theories, issues in language learning research, and the relationship between theory and practice in language teaching.
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109Learning OutcomesBy the end of this chapter you will
109Learning OutcomesBy the end of this chapter you will
109Learning OutcomesBy the end of this chapter you will
109Learning OutcomesBy the end of this chapter you will
Affective effective language english language teaching method
Affective effective language english language teaching method
Theoriesof Firstand Second Language Session1slideshare
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Input comprehension theory
- 1. Input Comprehension Theory
- 3. The Input Hypothesis states that we acquire language when we understand messages, when we understand what people tell us, and when we understand what we read.
- 5. We have to receive input that is just beyond our competence but not beyond our understanding.
- 6. Learners have to also have the right environment and circumstances to allow comprehensible input to work. A learner's affective filter has to be low; they have to be free of stress and motivated.
- 7. How does the Theory impact Teachers of Young ELLs?
- 8. • The Comprehension Hypothesis helps us with the issue of whether and how to use the student’s first language in education. The Comprehension Hypothesis predicts that the first language helps when it is used to make input more comprehensible: This happens when we use the first language to provide background information. This could be in the form of short readings or explanations by the teacher before a complex topic is presented. Information provided in the first language can help the same way pictures can help at the beginning level, as context that makes input more comprehensible.
- 10. • The Comprehension Hypothesis predicts that first language use can hurt when it is used in ways that do not encourage comprehensible input. This happens when we translate and students have no need to attend to the second language input.
- 11. Works Cited • http://bogglesworldesl.com/glossary/inputhy pothesis.htm • http://www.sdkrashen.com/articles/eta_pape r/index.html