De La Salle University Manila

College of Education

How comprehensible input aid in successful acquisition and learning of the

target language?
RAMSEY S. FERRER
MAELED

In the vast majority of theories and approaches to SLA, input is a critical

variable as it is a major data source for the language learner. Several language
theories have been studied in view of the role of input in L2 acquisition and
learning. It is believed that a comprehensible input alone is necessary in L2
acquisition due to its beneficial effects on language acquisition (Krashen, 1982).
However, the proposition that a direct relationship between input and output vis-vis L2 acquisition and learning has significant contribution to learners cognition
that takes effect on language acquisition and learning. These variables are two
major constructs that can also be accounted for successful language learning
aside from inherent factors (e.g. motivation, attitude and aptitude) and external
factors (e.g. age, gender, social class). In order to accommodate the relationship
between input and output in language learning, it is important to know their
respective premises and how these respects are taken into consideration vis-vis language acquisition and learning. Input refers to language that learners are
exposed to, that is, language couched in communicative contexts that learners
either hear or read while output refers to language that learners produce for the

purpose of communication, and can be both written and oral (Patten & Benati,
2010). Several studies have been ensued in order to augment the relationship of
the two in SLA and SLL with focus on the development of language over time.
While there has been a strong proposition that input is necessary in L2
acquisition, it still regarded a variable that is only fixed on the "here and now" and
contains a "limited body of graded language data" (Wagner-Gough & Hatch,
1975). Citing Wagner-Gough and Hatch (1975), Krashen (1982) agreed that at
least some progress can be attributed to the fact that the benefit of input is more
appropriate for language acquisition and later persisted that an input should be
as comprehensible as possible in order that it would be beneficial to the learners
acquisition. However, it is important to note that while input is an important
aspect in acquiring language features (e.g. forms), processing this input should
be given much attention. This is due to the fact that input is not always as
comprehensible as it is heard or read. It is worth emphasizing that input should
be cognitively processed (via internal mechanisms) and checked (through
monitoring) in order that comprehension is assured in language learning. This is
where the relationship of input and output becomes significant. Although input
hypothesis is thought to be comprehensible that must be cognitively processed in
order to arrive at the expected output via positive transfer (e.g. phonological
accuracy), it is indispensable to account for a careful monitoring of learners
acquired competence. While it is true that some input dependent sources (e.g.
linguistic environment, language models) are limited, it is still possible to develop
learned competence from pure acquisition through ones watchdogging

(Krashen, 1982). It is when learner goes about constructing some kind of

grammar on the basis of the exemplars in the input, processes these constructs
(e.g. contrastive error analysis) and monitors them to assure expected output.
Indeed, the behaviorists premise on input-output relationship vis--vis Krashens
theory on input hypothesis significantly aid ones success in second language
acquisition and learning of the target language.
Central to input-output relationship as espoused by the behaviorist theory
of language learning is the connection of stimuli and feedback. This is evident
when a person models specific linguistic forms and patterns which the learner
internalizes by imitating them. Concomitant to this language phenomenon is the
provision of feedback that takes the form of positive reinforcement or correction,
depending on whether the learners output is perceived to be target-like. While
the learner is able to acquire linguistic input, it is likely concluded that the learner
manipulates this input and provides his own feedback towards linguistic
provision. Thus, it is viewed that acquisition can be controlled by external factors
(e.g. input, interaction, environment) and the learner is considered passive
medium in the learning process. In this regard, the language that learners are
exposed to should be just far enough beyond their current competence that they
can understand most of it but still is challenged to make progress (Brown, 1973).
A rich linguistic convergence of external and internal factors influences
how the learner can be an active component in language learning through with
the help of comprehensible input and how his accommodation and processing of

such input dependent sources can aid in successful language acquisition and
learning.
List of References:

Brown, R. (1973) A First Language. Cambridge: Harvard Press.

Krashen, S. (1982). Principles and practice in second language acquisition.

Oxford: Pergamon Press, 1982.
Patten B. V. & Benati, A. (2010). Key terms in second language acquisition.
London:
UK. Continuum International Publishing Group
Wagner-Gough, J. & Hatch, E. (1975). The importance of input data in second
language
acquisition studies. Language Learning 25:297-308.