Input hypothesis

Stephen Krashen’s theory that people acquire language by understanding messages containing structures slightly beyond their current proficiency, with context aiding comprehension.

Comprehensible input: Language input that learners can understand, often with help from context, despite unfamiliar elements. It is the central condition the hypothesis says enables acquisition.
Acquisition–learning hypothesis: Krashen’s proposal that implicit language acquisition differs from conscious learning of language rules. It distinguishes the implicit outcome attributed to input from explicit study.
Interaction hypothesis: A theory that interaction, especially negotiation of meaning, helps make input comprehensible and supports language development. It explains acquisition through negotiated interaction rather than input alone.
Extensive reading: A practice of reading large amounts of relatively accessible material for meaning and fluency. It supplies sustained, comprehensible written input in a common classroom application.
Input–output asymmetry: The proposed difference between language comprehension as a driver of acquisition and production as a less direct contributor. It captures a central disputed implication of Krashen’s model.
i+1: Krashen’s shorthand for input containing language structures just beyond a learner’s current acquired competence, i. It names the proposed difficulty level of acquisition-promoting input.
Monitor hypothesis: Krashen’s proposal that consciously learned rules can edit language production under suitable conditions. It assigns explicit knowledge a role separate from input-driven acquisition.
Skill acquisition theory: An account in which practice turns declarative knowledge into increasingly automatic performance. It gives practice and learned knowledge a larger role than Krashen’s acquisition account.
Total Physical Response: A language-teaching method in which learners respond physically to spoken commands before being expected to speak. It applies comprehension-first instruction to beginner language teaching.
Comprehensible output: Language production that interlocutors can understand, sometimes treated as a potential aid to language development. Its proposed learning value tests the hypothesis’s limited emphasis on production.

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