Practical Applications of the Input Hypothesis on Teaching

LanguageSome good ways to teach things.

LINKS̃!Here are a few web links to the Krashen wikipedia article where you

can find a few of his papers and the video i showed part of. This is the page for the actual hypothesis

-https://en.wikipedia.org/wiki/Input_hypothesis#Natural_order_hypothe

sis

This is for Krashen in general - https://en.wikipedia.org/wiki/Stephen_Krashen

And here is the video- https://www.youtube.com/watch?v=NiTsduRreug

ONE MORE THING!Because I learned the majority of my vocabulary from reading star

wars books where I only read a word long enough to get the meaning, Im still not particularly great at spelling. So you will see

some spelling mistakes in here.

And I'm ok with that. As I said in the presentation, mistakes are GREAT! Mistakes are how we learn and get better. I personally like to keep some mistakes in these things so students can see that I do

it too, so they shouldn't be afraid to make mistakes.

•What your students need to do. The tools they need to do that. •How to do EVERYTHING else. •So teaching theory, is mostly the how.

何をどのように

•Also called the monitor model•Largely credited to Stephen Krashen•He looks like a pedophile•Has a great video on the internet that goes over the basics. •You can find it anywhere.

The Input Hypothesis

Input HypothesisAccusation-Learner Hypothesis

Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis

Input Hypothesis Basics

Input HypothesisAccusation-Learner Hypothesis

Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis

Input Hypothesis Basics

Input HypothesisAccusation-Learner Hypothesis

Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis

Part 1

•Language acquisition is achieved when comprehensible input is slightly above the learner’s current level.•This is represented by i+1 with i representing current language skill and +1 representing the increase in complexity. •. . . What?

Input Hypothesis

Students learn when the understandable language

they hear, read, or think in is challenging, but not too hard.

Input Hypothesis

SPEAKING=/=

LEARNING

Input Hypothesis

•Assessments are not a tool to give grades. •They are actually to assess.

•They tell you and the students what to study more. •The majority of assessments should not be counted against them.•Formative assessment is great! bb!

Assessments

So, how do you already get a feel for your students’ progress in your

classes(Formative)?

What’s one new way you want to or can try?

Discussion 1A

What’s one way you can increase the difficulty of a typical lesson for

you(Leveling)?

Whats a way you can decrease it?

Discussion 1B

What’s one way you can increase the difficulty of

a typical lesson for you(Leveling)?

Whats a way you can decrease it?

Discussion 1B Discussion 1ASo, how do you already get a feel for your students’

progress in your classes(Assessments)?

What’s one new way you can try?

Input HypothesisAccusation-Learner Hypothesis

Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis

Part 2

•For Krashen, accusation and learning are two different processes.

Accusation/ Learning

• Accusation is an unconscious learning process.

• It comes from interacting with the target language and meaningful use.

• It focuses on meaning over grammar.

Accusation

•Learning is a consciouslearning process. •It comes from studying grammar rules and memorizing them. •Learning focuses mostly on error correction.

Learning

Learning

A - Artichoke • Fluency•Meaning• Very bad at

writing and formality

ExamplesB - Banana•Written literacy• Needs help for even

simple sentences•Over correction

(Stuttering)

Banana Essay

•Grammatical correctness

• Lack of understanding • Probability of

overcorrection • A need for wait time.

Learning leads to

• Understanding and fluidity

• A lack of grammatical correctness

• Informality

Accusation leads to

• Learned information is used to check for errors.

•MUST KNOW RULES

• This is all conscious LL is for.

• Learning comes in order, not by ease of teaching.

• “He runs”•Mom sound

Monitor H. Natural Order H.

What is one way JTEs can teach through learning?

What about ALTs?

Discussion 2A

What is one way JTEs can teach through accusation?

What about ALTs?

Discussion 2B

What is one way JTEs can teach

through accusation?

What about ALTs?

Discussion 2BWhat is one way JTEs can teach through learning?

What about ALTs?

Discussion 2A

Input HypothesisAccusation-Learner Hypothesis

Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis

Part 3

• Simple, but important. • Learning is

affected(eh????) by the emotional state of the student.

• If a student feels bad, they will learn badly.

Affective Filter

Affective Filter• Anxiety, self-doubt,

stress, hunger, anger, Hormonal/ romantic stress

• Not allowing for silence, error correction(correct answers)(question repetition).

SPEAKING=/=

LEARNING

Input Hypothesis

• Anxiety, self-doubt, stress, hunger, anger, Hormonal/ romantic stress

• Not allowing for silence, error correction(correct answers)(question repetition).

Affective Filter

• Teachers need to worry about subject matter AND students as whole people.

Affective Filter

• Learning Environment•Wait time

• Exemplary Failure• Culture of Questions

• Welcoming• Repeat Questions

• Good Class•Goals

•Comforting Music•Common Subject

Matter• Prior Knowledge

Lowering the AF

Student A(Angus) has been ignoring classes lately. He is often

distracted, falls asleep during lessons, and answers questions

thoughtlessly or with jokes.

Discussion 3A

Student B(Banana) is very uncomfortable in class. She shows annoyance at being asked questions, does not make eye contact with

you, and never speaks more than one or two words at a time. Her grades are still good,

but you are worried about her.

Discussion 3B

Student C(Christmas) is a good student who is often engaged in class, but her written work is not good. Her

thoughts seem disjointed and she leaves out major details.

Discussion 3C

Student A(Angus) has been ignoring classes

lately. He is often distracted, falls asleep

during lessons, and answers questions

thoughtlessly or with jokes.

Student B(Banana) is very uncomfortable in

class. She shows annoyance at being

asked questions, does not make eye contact with you, and never

speaks more than one or two words at a time. Her grades are still good, but you are worried about her.

Student C(Christmas) is a good student who is often engaged in class, but her written work is

not good. Her thoughts seem disjointed and she leaves out major details.

Discussion 3C