In The ESL-ELL Synthesis And Comprehension Hypothesis?
An era when Learning English as a second or foreign language has attained the status of a life skill, the modalities required for the acquisition of the stated status vary according to the given contexts and the requirements. Learning English in the ESL/EFL contexts demands a paradigm shift from the conventional and teacher centered classrooms to the out of the box and learner centered classrooms where the emphasis is on learner autonomy and strategies like need/task based learning which foster the critical thinking skills to make it emerge as a life skill. Our conventional classrooms teach readymade knowledge. Teachers who are filled with knowledge concentrate on teaching that is nothing much more than conditioning, memorizing and belief
…show more content…
Krashen’s Affective Filter Hypothesis (1982) and Comprehension Hypothesis (2003) need mentioning here. According to Krashen’s Affective Filter Hypothesis, the presence of an affective filter is detected act as a mental obstacle preventing the language learners from fully imbibing and using the input they receive. But when the filter is inert or less active, the learner is able to understand the received message and use it as an input to improve the language competence. This hypothesis recommends a low-anxiety environment for the students to learn better. ER creates this environment that is congenial for learning. Students select their own texts according to their taste, aptitude, level and inclination and read them at their own pace for pleasure. “Incidental learning” (Modern Language Journal 440) occurs and the language acquisition happens subconsciously. Krashen also stresses the need of facilitating students with comprehension input. In Comprehension Input Hypotheses, Krashen states that language is acquired by understanding messages. In other words, we acquire language when we obtain comprehensible input. In ER programs, as L2 learners select the reading material according to their taste, aptitude, level and inclination they get a great deal of comprehensible input. The input in an environment where the affective filter is low or in a tension-free milieu enhances language
Krashen’s Affective Filter Hypothesis (1982) and Comprehension Hypothesis (2003) need mentioning here. According to Krashen’s Affective Filter Hypothesis, the presence of an affective filter is detected act as a mental obstacle preventing the language learners from fully imbibing and using the input they receive. But when the filter is inert or less active, the learner is able to understand the received message and use it as an input to improve the language competence. This hypothesis recommends a low-anxiety environment for the students to learn better. ER creates this environment that is congenial for learning. Students select their own texts according to their taste, aptitude, level and inclination and read them at their own pace for pleasure. “Incidental learning” (Modern Language Journal 440) occurs and the language acquisition happens subconsciously. Krashen also stresses the need of facilitating students with comprehension input. In Comprehension Input Hypotheses, Krashen states that language is acquired by understanding messages. In other words, we acquire language when we obtain comprehensible input. In ER programs, as L2 learners select the reading material according to their taste, aptitude, level and inclination they get a great deal of comprehensible input. The input in an environment where the affective filter is low or in a tension-free milieu enhances language