The Input Hypothesis: Issues and Implications |
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ability able according acquired addition adult affective filter appear Applied approach become beginning better bilingual Chapter child classroom communication competence comprehensible input conscious consistent correct course differences discussion effective English evidence example experience fact first-language focus foreign language formal fossilization French grade grammar immersion Input Hypothesis instruction interaction interest intermediate Journal knowledge Krashen Language Learning language teaching less limited Linguistics listening Long mainstream Massachusetts matter meaning methods Monitor native speakers natural order Newbury House output performance position possible practice predicts presented Press problem production proficiency programmes reading received reported result Rowley rules second language acquisition sheltered similar situation social speaking speech stage structures subject-matter subjects success suggests Table talk teachers TESOL Quarterly theory tion topics understand University writing York