input

In narrow listening, acquirers collect several brief tape-recordings of proficient speakers discussing a topic selected by the acquirer. Acquirers then listen to the tape as many times as they like, at their leisure. Repeated listening, interest in the topic, and familiar context help make the input comprehensible. Topics are gradually changed, which allows the acquirer to expand his or her competence comfortably. Narrow listening is a low-tech, inexpensive, and pleasant way to obtain comprehensible input, and is also an easy way to get to know speakers of other languages.

The potential of technology in language acquisition

Stephen Krashen, F. Y. Wang, Sy-Ying Lee (2016)

Detalles Cerrar ✕

Tipo: capítulo

Metodología: trabajo teórico

Temas: tecnología educativa

Resumen:

We have not exploited the most obvious and inexpensive uses of technology in language education, but are instead encouraged to spend substantial amounts of money using ineffective and even untested commercial programs. None of these programs that we have seen makes a serious attempt to provide language students what they need the most: compelling comprehensible input. We present here some promising attempts to use technology in an inexpensive and still very helpful way.

Free voluntary web-surfing

Stephen Krashen (2007)

Detalles Cerrar ✕

Tipo: capítulo

Metodología: trabajo teórico

Temas: comprensión lectora

Resumen:

Krashen sostiene que se está usando mal el ordenador en la enseñanza de lenguas: los programas basados en ejercicios, que parten de la hipótesis del desarrollo de destrezas, dan resultados pobres. Propone en su lugar la «navegación libre y voluntaria»: que quienes adquieren una segunda lengua lean en internet sobre lo que les interesa, lo que equivale a una lectura estrecha y elegida por uno mismo, con abundante input comprensible. Reúne los indicios de que el uso de la red se asocia a más lectura y mejor competencia lectora.

The comprehension hypothesis and its rivals

Stephen Krashen (2002)

Detalles Cerrar ✕

Tipo: capítulo

Metodología: revisión bibliográfica

Resumen:

The main rivals to the input or comprehension hypothesis are the skill-building and comprehensible output hypotheses. Studies claiming to show that the skill-building hypothesis is correct consist of studies of the impact of grammar instruction and error correction. These studies show only that instruction and correction have a modest impact on tests in which subjects are focused on form. Comprehensible output is rare, and there is no evidence supporting its efficacy.

Involuntary rehearsal of second languages in beginning and advanced performers

Patricia Chapman Parr, Stephen Krashen (1986)

System

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Resumen:

Estudio que pone a prueba la hipótesis de Krashen (1983) sobre el «runrún en la cabeza», la repetición mental involuntaria de palabras y frases de la segunda lengua descrita por Barber. Mediante un cuestionario a estudiantes de lenguas de nivel inicial y avanzado, los autores comprueban que el fenómeno es muy frecuente, que aparece tras la exposición a input comprensible y que es menos habitual en los hablantes más avanzados, como predice la idea de que refleja el dispositivo de adquisición en funcionamiento.

Down with forced speech

Stephen Krashen (2018)

Detalles Cerrar ✕

Tipo: capítulo

Metodología: trabajo teórico

Resumen:

When acquirers are forced to produce language that they have not yet acquired, known as “forced speech,” they often experience anxiety. I argue here that forced speech is not only uncomfortable, it makes no direct contribution to language acquisition.

The potential of series books: How narrow reading leads to advanced L2 proficiency

Willy A. Renandya, Stephen Krashen, George M. Jacobs (2018)

LEARN Journal

Detalles Cerrar ✕

Tipo: artículo

Metodología: trabajo teórico

Temas: comprensión lectora

Resumen:

Nobody disagrees that reading is good for students’ language development. The more they read texts that they can understand, the more confident and adept they become. However, it can be quite a struggle to get students started on their reading journey. We suggest that this is partly due to a lack of access to comprehensible and compelling reading materials. We argue that book series, which contain highly familiar language, easy-to-follow story lines and relatable characters, can potentially be used to get students hooked on reading and to keep them reading.

Rosetta Stone: Does not provide compelling input, research reports at best suggestive, conflicting reports on users’ attitudes

Stephen Krashen (2013)

International Journal of Foreign Language Teaching

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: CALL/ELAO

Resumen:

I comment here on Rosetta Stone, language teaching software. I conclude that Rosetta Stone presents a tepid version of comprehensible input, that the evidence so far provides only modest support for its effectiveness and that studies do not agree about users’ reactions.

Applying the Comprehension Hypothesis: Some suggestions

Stephen Krashen (2004)

International Journal of Foreign Language Teaching

Detalles Cerrar ✕

Tipo: artículo

Metodología: trabajo teórico

Resumen:

El trabajo tiene tres partes: un repaso de la hipótesis de la comprensión —nombre que Krashen da desde entonces a la hipótesis del input—, una discusión de cómo ayuda a zanjar controversias recurrentes (el papel de la gramática, de la producción y de la corrección) y un conjunto de propuestas para la enseñanza de una lengua extranjera: métodos basados en la comprensión en los niveles iniciales, lectura libre y voluntaria, enseñanza de contenidos y un uso limitado de la gramática como Monitor.

Understanding Interaction in the Second Language Classroom Context

Noriko Iwashita, Phung Dao, Mai Xuan Nhat Chi Nguyen (2025)

Detalles Cerrar ✕

Tipo: libro

Metodología: propuesta didáctica

Temas: interacción

Resumen:

This book provides an overview and analysis of the role that classroom interaction plays in instructed second language acquisition. The authors synthesise current state-of-the-art research on how classroom interaction benefits L2 learning through the lens of three theoretical perspectives: cognitive-interactionist (with a focus on how conversational interaction may promote L2 processing and learning), sociocultural (which assumes that cognitive advances are located within social interaction) and language socialisation (which examines how learners position themselves and are positioned in social interaction, and how they establish their membership in the target language community).

They go on to critically examine how findings from this research can be applied to classroom practice in diverse L2 settings; they then provide...