Krashen’s Input Hypothesis
Learners receive material they mostly understand with a small stretch. This is the primary driver of acquisition.
Emotional/motivational factors that can block intake: stress, anxiety, low self-confidence, low motivation, boredom, and lack of interest or relevance. We keep the filter low with supportive teaching, engaging texts, and right-level challenges.
The mind’s innate capacity to internalize patterns and structures from meaningful input—without conscious rule memorization.
The intuitive, usable language that grows from sustained input: fluent comprehension, natural grammar, and authentic use.
Explicit rules and terminology act as a monitor to check and polish output only (editing, accuracy, test-taking). They support performance but do not replace input-driven acquisition.
Speaking and writing improve after strong input; we use output tasks to apply knowledge and refine it via feedback and monitoring.
How the Input Hypothesis Works (Simple)
- Find the “just-right” level (i+1). We choose material your child mostly understands with a small stretch.
- Keep the filter low. Low stress, high interest, clear goals → input turns into real learning.
- Soak in rich input. Lots of meaningful reading/listening builds vocabulary, patterns, and fluency naturally.
- Use output with gentle monitoring. Speaking/writing apply what’s acquired; light rule reminders help polish accuracy.
In short: the right input + low stress → natural acquisition → stronger, more accurate output.