The document discusses features of input that are important for second language acquisition according to Stephen Krashen's optimal input hypothesis. Optimal input should be comprehensible, interesting, in sufficient quantity, and authentic. It notes that English language learners (ELLs) often rely solely on textbooks that use simplified language and unrealistic examples. The document suggests teachers provide more relevant, interesting topics and activities to help students derive meaning from language in context rather than just focusing on grammar concepts. Presenting both formal and informal examples of conversations can also help students understand differences in register.

1. Features of Input of Second Language Acquisition Article by Xiaoru Wang Project by Sarah Ruff

2. What is Input? A variety of student and teacher characteristics Intelligence Sex Personality Learning style Teaching style Previous experience Motivation Attitudes

3. Features of Input Simplified, input is “general learning or teaching style” Students in other countries learning English: Depend almost entirely on classroom to improve English skills Only hear “Teacher talk” Short, simple, grammatically correct sentences General, high frequency vocabulary Unreal, irrelevant questions Teachers do most of the talking Uninteresting topics

4. Optimal Input Stephen Krashen Said “optimal input” in the classroom should: Be comprehensible Be interesting Be in sufficient quantity Be authentic If learner is exposed to these, language acquisition more likely to occur

5. “ Be Comprehensible” Material should be reasonably paced Material should not be too demanding If a student cannot keep up with the rate of exposure, he will fail to comprehend and thus fail to acquire

6. “ Be Interesting” Most textbooks available to Chinese ELLs are designed to cater solely to the needs of exams To prepare for these tests, students have little time to read more interesting materials

7. “ Be In Sufficient Quantity” Main concern of optimal input hypothesis Difference between learning English in native vs. target language environment Students may only have textbook to rely on Important to provide material from which they can derive meaning rather than just grammatical concepts

8. “ Be Authentic” ELLs in native country are not exposed to authentic speech patterns Must learn more than “textbook English”, which: Simplifies material lexically and syntactically Loss of cultural meaning

9. Application in the Classroom Relevant/interesting topics within the classroom Student life Clothing Family Likes/dislikes Immediate environment Classroom

10. Application continued. Language activities establishing relationships between forms and meanings Hands-on activities Using spoken/written forms to achieve a goal Teaching both formal AND informal English Present a conversation in formal English With another English speaker, “perform” the same dialogue informally Lead a discussion with the students pointing out the differences

11. For example…… Given this “formal” dialogue: Perform “informally”: Click image to play

12. In Conclusion English language teachers ought to provide students with optimal input Encourage students to explore optimal input outside of classroom If teachers could employ this strategy, they should find their teaching more effective

13. Source Wang, Xiaoru (2010). Features of Input of Second Language Acquisition. Journal Of Language Teaching And Research, 1(3). Retrieved July 5, 2010, from http://www.academypublisher.com/ojs/index.php/jltr/article/view/0103282284/1813