Practical Applications of the Input Hypothesis on Teaching ... · Input Hypothesis on Teaching...
Transcript of Practical Applications of the Input Hypothesis on Teaching ... · Input Hypothesis on Teaching...
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Practical Applications of the Input Hypothesis on Teaching
LanguageSome good ways to teach things.
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LINKS̃!Here are a few web links to the Krashen wikipedia article where you
can find a few of his papers and the video i showed part of. This is the page for the actual hypothesis
-https://en.wikipedia.org/wiki/Input_hypothesis#Natural_order_hypothe
sis
This is for Krashen in general - https://en.wikipedia.org/wiki/Stephen_Krashen
And here is the video- https://www.youtube.com/watch?v=NiTsduRreug
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ONE MORE THING!Because I learned the majority of my vocabulary from reading star
wars books where I only read a word long enough to get the meaning, Im still not particularly great at spelling. So you will see
some spelling mistakes in here.
And I'm ok with that. As I said in the presentation, mistakes are GREAT! Mistakes are how we learn and get better. I personally like to keep some mistakes in these things so students can see that I do
it too, so they shouldn't be afraid to make mistakes.
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•What your students need to do. The tools they need to do that. •How to do EVERYTHING else. •So teaching theory, is mostly the how.
何をどのように
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•Also called the monitor model•Largely credited to Stephen Krashen•He looks like a pedophile•Has a great video on the internet that goes over the basics. •You can find it anywhere.
The Input Hypothesis
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Input HypothesisAccusation-Learner Hypothesis
Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis
Input Hypothesis Basics
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Input HypothesisAccusation-Learner Hypothesis
Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis
Input Hypothesis Basics
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Input HypothesisAccusation-Learner Hypothesis
Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis
Part 1
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•Language acquisition is achieved when comprehensible input is slightly above the learner’s current level.•This is represented by i+1 with i representing current language skill and +1 representing the increase in complexity. •. . . What?
Input Hypothesis
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Students learn when the understandable language
they hear, read, or think in is challenging, but not too hard.
Input Hypothesis
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SPEAKING=/=
LEARNING
Input Hypothesis
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•Assessments are not a tool to give grades. •They are actually to assess.
•They tell you and the students what to study more. •The majority of assessments should not be counted against them.•Formative assessment is great! bb!
Assessments
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So, how do you already get a feel for your students’ progress in your
classes(Formative)?
What’s one new way you want to or can try?
Discussion 1A
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What’s one way you can increase the difficulty of a typical lesson for
you(Leveling)?
Whats a way you can decrease it?
Discussion 1B
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What’s one way you can increase the difficulty of
a typical lesson for you(Leveling)?
Whats a way you can decrease it?
Discussion 1B Discussion 1ASo, how do you already get a feel for your students’
progress in your classes(Assessments)?
What’s one new way you can try?
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Input HypothesisAccusation-Learner Hypothesis
Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis
Part 2
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•For Krashen, accusation and learning are two different processes.
Accusation/ Learning
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• Accusation is an unconscious learning process.
• It comes from interacting with the target language and meaningful use.
• It focuses on meaning over grammar.
Accusation
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•Learning is a consciouslearning process. •It comes from studying grammar rules and memorizing them. •Learning focuses mostly on error correction.
Learning
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Learning
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A - Artichoke • Fluency•Meaning• Very bad at
writing and formality
ExamplesB - Banana•Written literacy• Needs help for even
simple sentences•Over correction
(Stuttering)
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Banana Essay
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•Grammatical correctness
• Lack of understanding • Probability of
overcorrection • A need for wait time.
Learning leads to
• Understanding and fluidity
• A lack of grammatical correctness
• Informality
Accusation leads to
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• Learned information is used to check for errors.
•MUST KNOW RULES
• This is all conscious LL is for.
• Learning comes in order, not by ease of teaching.
• “He runs”•Mom sound
Monitor H. Natural Order H.
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What is one way JTEs can teach through learning?
What about ALTs?
Discussion 2A
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What is one way JTEs can teach through accusation?
What about ALTs?
Discussion 2B
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What is one way JTEs can teach
through accusation?
What about ALTs?
Discussion 2BWhat is one way JTEs can teach through learning?
What about ALTs?
Discussion 2A
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Input HypothesisAccusation-Learner Hypothesis
Monitor HypothesisNatural Order HypothesisAffective Filter Hypothesis
Part 3
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• Simple, but important. • Learning is
affected(eh????) by the emotional state of the student.
• If a student feels bad, they will learn badly.
Affective Filter
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Affective Filter• Anxiety, self-doubt,
stress, hunger, anger, Hormonal/ romantic stress
• Not allowing for silence, error correction(correct answers)(question repetition).
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SPEAKING=/=
LEARNING
Input Hypothesis
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• Anxiety, self-doubt, stress, hunger, anger, Hormonal/ romantic stress
• Not allowing for silence, error correction(correct answers)(question repetition).
Affective Filter
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• Teachers need to worry about subject matter AND students as whole people.
Affective Filter
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• Learning Environment•Wait time
• Exemplary Failure• Culture of Questions
• Welcoming• Repeat Questions
• Good Class•Goals
•Comforting Music•Common Subject
Matter• Prior Knowledge
Lowering the AF
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Student A(Angus) has been ignoring classes lately. He is often
distracted, falls asleep during lessons, and answers questions
thoughtlessly or with jokes.
Discussion 3A
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Student B(Banana) is very uncomfortable in class. She shows annoyance at being asked questions, does not make eye contact with
you, and never speaks more than one or two words at a time. Her grades are still good,
but you are worried about her.
Discussion 3B
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Student C(Christmas) is a good student who is often engaged in class, but her written work is not good. Her
thoughts seem disjointed and she leaves out major details.
Discussion 3C
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Student A(Angus) has been ignoring classes
lately. He is often distracted, falls asleep
during lessons, and answers questions
thoughtlessly or with jokes.
Student B(Banana) is very uncomfortable in
class. She shows annoyance at being
asked questions, does not make eye contact with you, and never
speaks more than one or two words at a time. Her grades are still good, but you are worried about her.
Student C(Christmas) is a good student who is often engaged in class, but her written work is
not good. Her thoughts seem disjointed and she leaves out major details.
Discussion 3C