that's right - there was a Q & A which we didn't get in the recording

Learning a second language in class is going to take a long time no matter the method. He's not arguing that comprehensible input makes it *faster* to learn a language, but that it is more effective.

Same here.^^ I took jazz guitar lessons in college - instructor was obsessed with scales & drills, which made me anxious, bored, and took out the soulful message of playing music. Years later, I've forgotten everything.

@@Michael-mm7xb What you said here is interesting. I think I am connecting the dots here. Perhaps the expectation of trying to force out an output that is supposed to happen through subconscious learning by using the conscious learning methods is giving us the anxiety. I think the anxiety is mainly because the gap between the expectation and reality is so big that forcing out the output is anxiety-provoking because it's nearly impossible. I never recalled anything in my life that I acquired through anxiety. My first language acquisition was probably not at all at the mercy of anxiety because I never got pushed to make any type of voice when I in fact couldn't. I'm thinking perhaps I've pushed myself too hard with the expectation of performative results. Most of the time I've merely been "exposed" to the language in a fun way and not expecting myself to yield any results when I can't. However when my ability matches the expectation, it becomes fun. Hence I think perhaps with the language goal in mind, the obsession with "I must be able to say this and that at the end of this session" simply backfires but accepting with whatever that comes after and just being there when it's fun will work wonder and I think this is more meaningful. This sounds like Flow (psychology) .

@@kerkkeven4163 thanks for the thoughtful response !

it's not - there is part 1 as well

Yes, I have seen it but part 2 finishes with "ok, I'm ready now" so it feels like there should be more

I'm taking up a training project in which I have to train and coach non-English speakers (They probably just know the alphabet). My job would be to teach them how to communicate in simple English. On a scale of 1-10, I'd like to take them to a 3 or a 4 in terms of spoken English ability. I'd really appreciate any advice, suggestions or road map on how to get this implemented and executed. I'm also gonna be doing the same for people who are probably a 3 or a 4 in the same scale and take them to a level of say 4 or 5 or 6. Cheers!

Fluency, accuracy and vocabulary, all come from getting comprehensible input, and it doesn't matter what it is or how it's presented, as long as the students are interested in it. One important factor Krashen doesn't usually talk about is repetition, if you can get them to listen to the same audio and/or read the same text several times, that's when acquisition happens really fast, I've had that experience with english, but unfortunately I only did repetition in the first three months of learning (back then I had time), ever since I've just been watching series, films, youtube, reading books, articles, etc. But believe me, the fastest way to go up the acquisition ladder is through repetition of comprehensible input, I really haven't seen anything faster than this in language learning, it's beautiful and simple.

+english forever, If you believe that then you've missed the message. You are talking about details and grammar and not understanding. Comprehensible input means communitcating a language model such as a word or phrase in a way that it's meaning is obvious to someone who didn't previously know it. Not that the student can necessarily repeat or explain it, that comes with time and exposure, but just so that it is understood. He also goes on about how unimportant speaking is in the early stages of learning something new because the learner is aquiring and the brain is resolving and ordering problems without any conscious interference. I'm sure there are words in your own vocabulary that you never needed explaining and never needed to go to a dictionary to understand despite not knowing what they meant initially but that you still understood thee gist and now you more or less know the significance and could describe that explain it to another person.

vai trabalhar calão

@@mikatu Voz si soisun mk

I don't know spanish well enough but I heard this method of learning english conforms to stephen krashens theory: www.antimoon.com/

Hi Joel - this is a term that Krashen used and for which he has been criticised; he means what the student can understand plus some language that challenges the learner. However, the i+1 (comprehensible input + 1=sth the learner does NOT know or understand) is very difficult to measure precisely. Teachers do have intuitions, however, without being 100% accurate and perhaps this is why his hypothesis is so popular. Marisa Constantinides, CELT Athens

@@CELTAthens Thank you for responding. After listening to Krashen the question to me is, how to make the impute interesting and engaging to the learner?

@@joeldiaz5857 That's precisely the issue that teachers face, one way of doing that is a method called TPRS= Teaching proficiency through reading and storytelling, check that in YT.

There are a lot of people teaching who should not be doing this job I'm afraid; and many qualified teachers who think that people like Krashen are wrong and we should be teaching like our grandparents - rules - translation - rules and more rules

@@CELTAthens economy is a big obstacle to apply this theory It's like american situation with nutrition Are we going to actually feed this population well so they will be more healthy and fit Or Are we keeping them obese and giving them diabetes and various related illness due to their poor diets So that they will keep coming back because they'll need their treatment It's the same on a large scale with english or language learning Are we going to explain them that they just need comprehensible input to acquire language subconsciously automatically inevitably Or Are we going to keep teaching them these lessons making them pay these books courses and giving them these grades and they'll continuously come back because they'll never be fit or fluent

Overrated method. He/she should not be your prime source of input. Bonus, yes, but not essential or fundamental.

No theory is a perfect theory - what we know about learning is not enough to make such huge pronouncements about EVERYONE - I agree with you, unless you do some practice there is no way you can automatise your pronunciation so you don't have to worry about it when you engage in conversations.

I have a intermediate level in Japanese and haven't learnt grammar. 1st a language like Japanese you start of with short simple sentences. That are easy to acquire that you build up by adding vocabulary, with in time you learn to connect sentences and than move into longer and more complex sentences. It does take some time, yet it works.