Comprehensible input hypothesis

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Krashen’s Input hypothesis, which forms an important part of Stephen Krashen's theory of second language acquisition (1985),[1] states that students improve and progress following a “natural order” in which they are constantly receiving input (“i”) from the target language at a higher level than that which corresponds to their current level of linguistic control. In other words, study material should always be “i + 1”.[2]

See also


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