Input, Interaction and Acquisition

다국어 초록 (Multilingual Abstract)

Despite a lot of exposure to comprehensible input, second language acquisition does not occur. The reason is that it depends on some other factors such as affective factors, psychological factors and so on. That's the reason teachers have a lot of difficulties providing input for the learners.
Another problem is that although the teacher provide i+1, comprehensible input, it is of no benefit to the learners. Because we have large class sizes, the teacher can not provide the comprehensible input appropriate to the level of the learner's present stage of development. In order to provide appropriate input, the input should be adjusted to the level of the learner's present stave of development.
Forthermore the relationship between proficiency and amount of comprehensible input obtained is not proportional at all levels of linguistic competence.
Besides the input itself is an abstract one. We can not check if the input is completely processed. We can not see if the input is completely absorbed.
Accordingly, there have been no empirical studies justifying Krashen's claim that comprehensible input causes second language acquisition.
In this regards, I want to shed light on the defects of Krashen's input hypothesis and emphasize how two way communication is important for second language acquisition.
Therefore I will discuss the relationship between input and interaction influencing second language acquisition and suggest better ideas for comprehensible input leading to second language acquisition.

목차 (Table of Contents)

• Ⅰ. Introduction
• Ⅱ. Input and language acquisition
• 2.1 Input vs Intake
• 2.2 Krashen's Input hypothesis
• Ⅲ. The defects of Krashen's input hypothesis
• Ⅳ. Comprehensible Input and Interaction
• 4.1 Simplified and comprehensible input
• 4.2 Two kinds of comprehensible input
• 4.3 Interaction Input
• 4.4 Comprehensible input based on two-way communication
• Ⅴ. Revising the hypothesis
• Ⅵ. Conclusion