unit 8 Input hypothesis.pptVIP

Input hypothesis origin It comes from leaning psychology --- how does learning occur? --- when new message is and only is a step beyond the learner’s current stage of competence, learning will inevitably occur. Influential but controversial. The most important factor in the development of second or foreign language proficiency is the learner’s exposure to the target language the ‘input’ The formula i+1 i: present stage 1: one step ahead Learning will occur when the input is a bit beyond her current level. so i+1 learning i+0 unlearning i+2 3,4 ? Input Input must be within reach in one jump What would we do? When in teaching, what would we do to provide the materials? Or our correction, explanation, etc.? implications Input should be comprehensible, and must include new items. If it is too easy, nothing gained If it is too difficult, nothing will be retained. Affective filter hypothesis What is affect? Affective variables? Motivation, self-confidence, self-esteem, anxiety, tension, etc. Affective variables How would such variables work upon influence our learning? when we are happy, satisfied, what will happen? or sad, anxious, diffident, then? Affective filter They functions as a filter. When the hole is big? Or when it is small? 4 terms Strong or high---when the hole is small, we say the filter is strong or high Weak or low---when the hole is big, we say the filter is weak or low implications How would we treat students upon their affects? --- try to encourage low affective filter --- create a safe and care-free environment. General conclusions learners progress along the natural order by understanding input that contains structures a little beyond their current level of competence. Although comprehensible input is necessary for acquisition to take place, it is not sufficient , as learners also need to be affectively disposed to take in the input they comprehend. Input become comprehensible as a result of simplification and with the help of cont