Please see the following link

http://cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320130603.5271/4228

Best Regards Liqaa Habeb Al-Obaydi

Please see the following link

http://cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320130603.5271/4228

Best Regards Liqaa Habeb Al-Obaydi

Thank you so much Osama Rahil for sharing this link.

Liqaa

not necessarily, teachability should be considered but it doesn't mean that just one level beyond should be instructed. sometimes, they are eager to engage in higher tasks to show their improvement and proficiency

Dear professor Habeb,

In general, the input must be challenging to the targeted learners; otherwise, they feel bored and disinterested. In case of speaking classes, however, as professor Nation(2009) suggests, the input must be below the learners' present level of English proficiency simply because the cognitive load in the speaking process is high and teachers should not escalate the burden unnecessarily. In point of fact, learners in speaking classes stay within the comfort zone of learning when the input is already familiar to them.

I would like to think so. Meaningful input helps not only the low achieving but the high achieving learners as well. They need it to easily make sense of the material presented to them and learn language at the same time.

However, it's not all meaningful input; language learning is a socially mediated process. The teacher is there to assist students who are to interact with one another in making sense of a material for proximal development. Finally actualization/producing correct output proves learning.

In short, it's meaningful input, students interaction, and output that helps them learn a language.

In my opinion yes.

The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to the five hypotheses as a group. The hypotheses are the input hypothesis, the acquisition–learning hypothesis, the monitor hypothesis, the natural order hypothesis and the affective filter hypothesis. The input hypothesis was first published in 1977.

Thank you so much dear respected colleagues.

Liqaa

The input hypothesis is characteristically concerned with 'acquisition', subconscious learning of language. It states that the learner improves his/her proficiency only if s/he receives second language 'input' that is one step beyond his/her current stage of linguistic competence. Naturally, the i+1 idea may be productive at higher levels as well. However, we should keep in mind that the teaching/learning process is a very complicated phenomenon involving a myriad of factors which i+1 is only one of them.

Yes, I agree with you dear Dr that teaching learning process that we can not summarise it in only one hypothesis. Thank you so much dear Prof Reza Biria for your addition.

Liqaa

Yes, it is applicable to language learning in all different stages.