What is Comprehensible Input?

Stephen Krashen’s theory of language acquisition

C.I. = i + 1

Krashen’s 5 Hypotheses

Distinction between language acquisition and learning

Natural Order Hypothesis

Monitor Hypothesis

Input Hypothesis

Affective Filter

Input Hypothesis: To acquire new language…

Comprehensible input / message

Sufficient repetition

Interesting

Circling

repetition of specific language

structures via questions and

statements

What Circling isn’t

Circling is not about mindless repetition

Circling is not about boring questions

Circling is not about providing incomprehensible input (too fast)

Circling

Choose language structure(s)

Personalize about students

Questions > Statements

Choral or individual

Student response = quick assessment

Targeted language structure

Targeted language structure:

(Vistas, Chapter 8)

“asked for (food) ”

OPTION A: CIRCLE THE SUBJECT

1. Statement:“Austin asked for a steak.”

2. Question whose answer is “Yes”“Did Austin ask for a steak?” “Yes.”

3. Question whose answer is “No.”“Did Haley ask for a steak?” “No.”

4. Either / Or question“Did Austin ask for a steak or did

Haley ask for a steak?” “Austin (asked for a steak.)”

5. Who or What questions“Who asked for a steak?“Austin asked for a steak.”

6. Restate“That’s right, Austin asked for a

steak.”

That was 8 repetitions of “asked for a _____.”

Students offer possible answers. Teacher selects.

Where did Austin ask for a steak?

When did Austin ask for a steak?

These details can be circled.

Personalize the process by adding factual details about the student

with When, Where questions

Students offer possible answers. Teacher selects.

How did Austin ask for a steak?

Why did Austin ask for a steak?

These details can be circled.

Differentiate questioning by asking How and Why questions to faster students.

Haley asked for sushi.

Did Haley or Austin ask for sushi?Who asked for sushi?Why did Haley not ask for steak?Why did Austin not ask for sushi?

Did I ask for steak?What did I ask for?

Compare and contrast details with other students.

Personalization is engaging.

Pediste = You asked forPidió = She/He/ You (f) asked forPedí = I asked for

¿Qué? What¿Quién? Who?¿Dónde? Where?¿Por qué? Why?

Why circle new language structures?

Repetition + predictability

Engage students’ minds via questions

Personalize content – it’s about them

Differentiate with easier/more difficult level of questioning

Why circle new language structures?

Teach interrogatives

“Deep instruction” of targeted language structures

Stay in L2 90%+

Play with language, creativity, fun

Where can I use the circling technique?

Introducing new content

PQA – Personalized Questions and Answers

During discussions

During reading

As a formative / quick assessment

Why bother with so many repetitions? How many repetitions does a student need to understand new vocabulary and it starts to sound right to their ear?

Some researchers say more than 100 repetitions.

Circling from the textbook

Vistas Lección 8 • 30 Preguntas

1. ¿Qué desayunaste esta mañana? 2. ¿Qué pides generalmente en un

restaurante italiano? 3. ¿Quién te presta dinero cuando lo

necesitas? 4. ¿Prestas tu coche a tus amigos? 5. ¿Cuál es tu fruta favorita?

Circling part of a reading selection

Un total de 3.385 personas fueron evacuadas de sus hogares en la madrugada de este martes tras entrar en erupción el volcán Villarrica, en la sureña región chilena de La Araucanía, informaron oficiales. El volcán, que estaba en aumento de una alerta amarilla desde el pasado 6 de febrero y en alerta naranja este lunes, entró en erupción a las 03:01 horas (06:01 GMT) de este martes con un gran estruendo.

Some guidelines

Don’t circle predictably

Point and pause

Personalize

Differentiate

No opting out

Final thought

Brains crave novelty…

and repetition.