Input Hypothesis

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Language Acquisition-Learning Hyp: unconscious/conscious
Natural Order Hyp we acquire thigs in predictable order regardless of natural
complexity or the order they are introduced in the formal classes
Monitor: speech comes from our lan. Competence and sub-consciousness,
conscious knowledge only monitors and is active only with students who know
the rule or are concerned with correctness
Input: we acquire throung receiving messages-comprehensible input, speech is
result of it. If there is enough input, gr competence develops naturally out of if, so
no deliberate instructing is needed.
LAD-inborn, functions in the same way for everyone, although we are different on
the surface, preferring different sources of input and using different techniques to
obtain it
Affective filter: blockade which prevents inputs reaching LAD, characteristic for
learners who are anxious, low self-confidence, afraid of mistakes. It does not exist
with learners who identify themselves easily with other native speakers.
E onda nisam nista vazno nasal do silent perioda, imas li ti tu nesto?
Silent period-childre whn chanfe ling. Environment, building competence by
collecting input, shoudnt worry parents. Speech will emerge as a result of
acquisition, not the beginning of it
Age diff: adults better in the beginning, children better in long-term retention,
adults are better because of life experience and ability to manage
communication (make comm flow, ask when do not understand, encourage
speaker toprovide more input). Children better because of low aff filter, in case on
adults it is never low enough to achieve native-like competence.
Effect of instruction: formal is better with beginners (they do not unrderstand real
world input or it I not available for them), while it is boring with ss who
understand real life input or it is available for them
Exposure: matters if it is exposure to comprehensible input otherwise has little
effect
Lack of access to input: proven on the experiment with children of deaf parentssevere delay in production, while those who had contact with hearing adults do
not show delay although their parents were also deaf
Method comparison ne kontam, imas li sta?
Sheltered and immersion: program in public schools were majority lang students
study in minority lang, no comm with native speakers; they achieve very high
levels of competence (despite accent and gr mistakes), even outperform ss in
regular lang courses because input is adapted to them as non-native speakers
due to absence of native speakers; since they study the subject matter, they are
more concentrated on the message itself rather than form.

Bilingual programs: programs acc to which children are thaught subj matter in L1
and L2 with the aim of developing cognitive academic lang proficiency- ability to
utilize lang to discuss abstract concepts; the idea is that when the person uses
lan intellectualy, he/she will be able to do the same with any other lang he/she
acquires. They are provided with subj matter information and able to understand
it better in L2. However, program fails if the translation is concurrent, they dont
listen L2 because they know it will be translated in L1.
Reading hyp: deals with acquisition of writing style. Development of writing
competence is possible only through extensive, self-motivated reading in L2 for
pleasure or interest, that is the only way of acquiring the taste for look and textre
of good writing.