Chapter 3: Input - Exam

Any target language that learners are exposed to, even if they don't understand it

Target language that is processed for meaning, allowing learners to make form-meaning connections

Only written language that contains grammar rules

Any language students hear in the classroom, regardless of comprehension

Students read a dialogue and act it out in front of the class without discussion

Students are given 10 steps to a recipe in the wrong order and must rearrange them and guess the dish

Students match conjugated verbs with their infinitive forms

Students fill in the blanks of song lyrics while listening, focusing on sounds

Stephen Krashen in the 1970s

Stephen Krashen in the 1980s

Noam Chomsky in the 1990s

Stephen Krashen in the 2000s

Input that is exactly at the learner's current level of competence

Input that is comprehensible and contains structures a bit beyond the learner's current level

Input that is completely new and unfamiliar

Only input that the learner has never been exposed to before

Because students are all at the same level in a classroom

Because the chapter argues that teachers are machines and should predict precisely

Because students vary in competence and teachers are not machines; aiming for most input to be comprehensible is more realistic

Because all input is automatically comprehensible

Learners acquire the language more efficiently

It contributes little or nothing to acquisition, especially if frequent translations are required

It forces learners to translate everything accurately

It expands the learners' vocabulary rapidly

Learners' linguistic system will not develop or expand

Learners will become bored and drop out of class

Learners will rely too heavily on grammar rules

Learners will be compelled to understand more deeply

The teacher

Resources made for language learners

Authentic resources

Grammatical rules printed in textbooks without context

Because teachers know the grammar rules better than anyone

Because class time might be the only time learners engage in meaningful comprehension of the target language

Because teachers always translate into the students' first language

Because textbooks are unavailable in most classrooms

Translate frequently to make sure they understand

Use comprehensible input strategies without resorting to frequent translations

Speak only in simple sentences with no new vocabulary

Use the learners' first language for grammar explanations

Pointing to individual students to demonstrate word meanings

Using visual cues such as pictures and charts

Speaking louder and more emphatically

Using long, complex definitions

Because gestures are too distracting for all learners

Because some gestures have different meanings or are inappropriate in different cultures

Because students prefer written instructions

Because gestures are not effective for teaching grammar

Use the most complex definition possible

If a word cannot be defined in one simple sentence, use a different strategy or translation

Always avoid translations, no matter what

Use a definition from a dictionary in the target language

They are too expensive to use in the classroom

They may inadvertently put students on the spot if they are unfamiliar with the reference

They are not effective for vocabulary teaching

They require special permission from the school

Because written text is more important than oral input

Because some cognates are more easily recognized in writing than in spoken language

Because students cannot read the target language

Because the school board requires it

Using cognates in their explanations

Sacrificing the grammaticality of what they are saying or using unnatural language

Adding pauses for processing time

Rephrasing with synonyms

Students might lose interest in learning the target language entirely

Students may stop making an effort to attend to the target language for meaning

Teachers will run out of vocabulary to teach

Students will speak only in their first language outside class

Authentic resources are always easier than learner-targeted materials

Authentic resources are not originally designed for language instruction, while learner-targeted resources are designed specifically for learners

There is no difference between the two

Authentic resources are only audio materials, while learner resources are only written

They can increase motivation and encourage students to engage with the language outside class

They have no value if not used for input

They are only useful for advanced students

They should never be used with beginners

Frequent and grammatically accurate

Comprehensible and entertaining

Learners are able to understand it and compelled to understand it

Authentic and simplified

Forcing them to take notes on every word

Giving them a clear reason or purpose for attending to and understanding the message

Testing them at the end of every lesson

Praising them when they understand

Listening to the teacher talk about their weekend with no specific task

Choosing pictures that match the teacher's description of their weekend activities

Translating a dialogue word by word

Memorizing vocabulary lists

Take detailed grammar notes

Putting things in order

Translate the text into their first language

Read the text silently three times

Because students always understand everything

Because some students may avoid admitting confusion in front of the class

Because it is too time-consuming

Because teachers cannot see the hands

A question that the teacher doesn't know the answer to

A question the teacher knows the answer to, used to verify understanding and maintain attention

A question displayed on a screen for students to answer

A question students ask each other

It is too difficult for students

It doesn't have a communicative purpose, so students may tune out and not process input for meaning

It violates copyright laws

It is too expensive to design

Yes, personal questions are always better

No, personal questions are never appropriate

It depends; personal questions build rapport but should have a clear purpose or follow-up

Only with advanced learners

A link between a teacher's explanation and a textbook

The mental link learners make between a linguistic form (like a word ending) and its meaning

A connection between two different languages

A dictionary definition

Past tense

The meaning 'more than one'

Possession

Negative

Yes, one exposure is always enough

No, the short answer is no; most words require multiple exposures

Only if the word is translated

Only for cognates

Because grammar is not important for communication

Because in real communication, we use vocab and grammar together, and we acquire both through form-meaning connections

Because textbooks are too expensive

Because students dislike grammar

True/false statements

Ranking items

Translating a passage into the first language and handing it in

Voting or surveying

Memorize grammar rules

Build a linguistic system

Pass standardized tests

Get good grades

It is too easy to apply in a class of 20 or 30 students

It is hard to determine a student's exact level of competence and what is 'a bit beyond' that level

Krashen never wrote about input

It requires no input at all

Always translate immediately to ease confusion

Use the target language as much as possible, and reserve translations as a last resort

Never translate, even when students are lost

Switch entirely to the shared language

They are the most important source of input

Their input is set aside in this chapter to be discussed in the context of output and interaction

They should never be a source of input

They are not a valid source of input

Because they are the only way to check comprehension

Because teachers need a way to ensure active engagement and verify understanding

Because they save time

Because they test grammar

Form-focused instruction

An example of input that contributes to language acquisition

An example of input that does not contribute to acquisition

An example of a display question

That students should give up when they encounter unknown words

That learners do not need to understand 100% of input for acquisition to occur

That teachers should only use vocabulary students already know

That students should study vocabulary lists on their own

A learner who memorizes grammar rules

A learner who makes form-meaning connections and builds a usable linguistic system

A learner who translates every word into their first language

A learner who takes notes on every word

True according to the chapter

False according to the chapter, which suggests form-focused instruction can speed up acquisition

Neither supported nor refuted in the chapter

True for advanced learners only

The chapter fully supports this statement

The chapter refutes this, saying that students should not understand every word, every time

The chapter says this only applies to beginners

The chapter says this only applies to advanced learners

Because we are not machines and neither are our students

Because students never learn anything

Because input is always incomprehensible

Because teachers are not trained

Pointing at a student with long hair

Paraphrasing or defining a word using other words in the target language

Translating every word into the shared language

Speaking in a louder voice

It is an ideal example of input

It does not count as input for acquisition because students are not being compelled to extract meaning

It is the best way to handle student confusion

It should be the standard practice in every classroom

Only a few researchers believe input is necessary

Everyone in SLA agrees that input is necessary; the dispute is about whether it is sufficient

Most researchers believe input is unnecessary

There is no consensus at all

Writing activities are more important than speaking activities

Tasks that require students to extract meaning from the target language count as input; tasks that can be done without meaning-making do not

Reading is always more important than listening

All classroom activities are equally effective for acquisition

To illustrate that students are dishonest

To illustrate that we cannot always be sure students have actually understood without follow-up questions

To argue that students should not be asked about preferences

To show that students only understand one word at a time

That input should be avoided altogether

That we should not obsess about finding the exact 'i+1' level, but aim for most input to be comprehensible

That students should be taught without any input

That all input is too difficult

Grammar instruction should completely replace input

Input alone is sufficient to teach grammar without any other activities

Learners can acquire grammar from comprehensible input through form-meaning connections, even without explicit grammar teaching

Grammar can never be acquired from input