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Language acquisition is the process by which humans gain the ability to perceive, produce, and use words to understand and communicate. It involves complex cognitive mechanisms and is influenced by both innate biological factors and environmental interactions.
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The Input Hypothesis, proposed by Stephen Krashen, posits that language acquisition occurs when learners are exposed to language input that is slightly beyond their current level of proficiency, known as 'i+1'. This hypothesis emphasizes the importance of comprehensible input in language learning, suggesting that understanding messages is more crucial than grammar instruction or output practice.
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The affective filter is a psychological barrier that influences language acquisition by affecting how receptive a learner is to input. High levels of anxiety, low motivation, or lack of self-confidence can raise this filter, hindering the learning process.
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The 'i+1' concept, often associated with language learning, refers to the idea of providing learners with input that is just slightly beyond their current level of competence, thereby promoting gradual and attainable progress. This principle is rooted in the theory of comprehensible input, which suggests that exposure to slightly challenging material enhances language acquisition by encouraging learners to stretch their understanding and skills incrementally.
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Second language acquisition (SLA) is the process through which people learn a language other than their native tongue, involving cognitive, social, and cultural dimensions. It encompasses various stages and is influenced by factors such as age, motivation, exposure, and the learner's first language.
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The Natural Order Hypothesis, proposed by Stephen Krashen, suggests that language learners acquire grammatical structures in a predictable sequence, independent of their native language or the order in which they are taught. This hypothesis emphasizes the importance of exposure and meaningful interaction over formal instruction in language acquisition.
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The Monitor Model, proposed by Stephen Krashen, is a theory of second language acquisition that emphasizes the importance of comprehensible input and distinguishes between language acquisition and learning. It suggests that conscious learning acts as a 'monitor' or editor to what has already been acquired subconsciously, primarily through meaningful interaction in the target language.
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Input processing refers to the cognitive and computational mechanisms by which information is received, interpreted, and transformed into a usable format. It is a fundamental aspect of both human cognition and artificial intelligence systems, influencing how information is perceived and utilized for decision-making and learning.
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Linguistic modification involves altering language to make it more accessible and comprehensible for diverse audiences, often used in educational and assessment contexts to accommodate English language learners and those with language processing difficulties. It aims to preserve the original meaning while simplifying vocabulary, sentence structure, and cultural references to ensure understanding without altering the content's complexity or intent.
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Sheltered Instruction is an educational approach designed to make grade-level academic content accessible to English language learners (ELLs) by integrating language and content instruction. It emphasizes the use of strategies that support comprehension and participation, enabling ELLs to succeed in mainstream classrooms while developing their English proficiency.
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Natural Language Acquisition refers to the process by which individuals learn languages in a naturalistic setting, without formal instruction, primarily through exposure and interaction. This method emphasizes the importance of context, repetition, and meaningful communication in developing language proficiency.
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The Affective Filter Hypothesis suggests that emotional factors such as anxiety, motivation, and self-confidence can significantly impact language acquisition, acting as a filter that either facilitates or hinders the process. It posits that a lower affective filter enhances language learning by making input more comprehensible and accessible, whereas a higher filter can block learning opportunities.
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Linguistic input refers to the language that individuals are exposed to, which plays a crucial role in language acquisition and development. It encompasses both the quantity and quality of language exposure, influencing how effectively one learns and uses language.
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The Output Hypothesis posits that language learning is significantly enhanced when learners are pushed to produce language, as this process helps them to notice gaps in their linguistic knowledge and refine their understanding. It emphasizes the importance of output in addition to input for effective language acquisition, suggesting that producing language can lead to deeper cognitive processing and learning.
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