ELT - Lesson 1 Input Hypothesis

Input hypothesis
ELT - Lesson one
Expert group Annemiek, Marije, Martine & Roelina
1 / 12
volgende
Slide 1: Tekstslide
EngelsMiddelbare schoolhavoLeerjaar 2

In deze les zitten 12 slides, met interactieve quizzen, tekstslides en 1 video.

Onderdelen in deze les

Input hypothesis
ELT - Lesson one
Expert group Annemiek, Marije, Martine & Roelina

Slide 1 - Tekstslide

Slide 2 - Video

Who
Stephen Krashen (born 1941) is professor emeritus at the University of Southern California, who moved from the linguistics department to the faculty of the School of Education in 1994. He is a linguist, educational researcher, and political activist.

Slide 3 - Tekstslide

Affective filter 

Emotional variables have an effect on the failure of success in acquiring a second language. The filter can either help students to acquire a language, but it can also hinder students to acquire a language. For example when students feel stressed or self-conscious about speaking a language, then they are often scared to make mistakes and don’t use the language as much and the filter will hinder them using and acquiring the language. But when students feel confident and aren’t scared to make mistakes, the students will use the language more and will interact more with other students. In this case, the filter helps the students in acquiring the language. 

Slide 4 - Tekstslide

Slide 5 - Tekstslide

What can you do as a teacher to help the affective filter?
What can you do as a teacher to help the affective filter? 
Don’t put too much emphasis on over correcting mistakes
Create a safe learning environment in which students don’t make fun of each other when they make mistakes.
Use learning strategies to help the students 

Slide 6 - Tekstslide

Beginning level & Intermediate level
Beginning level
Class time is filled with comprehensible oral input
Teachers must adjust their speech so that it is understandable
Demands for speaking (output) are low; students are not forced to speak until ready
 
Intermediate level
Teaching uses comprehensible input drawn from academic texts but modified so that subject-matter is sheltered, or limited. (Note that sheltered subject-matter teaching is not for beginners or native speakers of the target language.)
In sheltered instruction classes, the focus is on meaning, not form.

Slide 7 - Tekstslide

True or False:
The Input Hypothesis is related to language learning.

A
True
B
False

Slide 8 - Quizvraag

Explanation
False; The most important is that students get a lot of input on a level that they understand. To do this, they don’t need to have knowledge of the grammatical structures. 


Slide 9 - Tekstslide


The theory says that students should understand the input they are receiving, but just above their own level. How do we call this in didactic terms?

A
Comprehensive level + 1
B
Interlanguage + 1
C
Acquisition-Learning + 1
D
Affective +1

Slide 10 - Quizvraag

True or False
As a teacher, you should encourage students to speak the learning language. Making mistakes is a part of learning a language. The student is talking confident in the English language but makes a few grammatical mistakes → a teacher you should respond to student’s errors by correctly rephrasing what they have said rather than by explicitly pointing out the error.

A
True
B
False

Slide 11 - Quizvraag

Explanation 
False; When students feel confident and aren’t scared to make mistakes, the students will use the language more and will interact more with other students. In this case, the filter helps the students in acquiring the language. 

Slide 12 - Tekstslide