Compelling Input and Output in the Language Classroom

It is essential that language be comprehensible so that that students can make form-meaning connections, however it also has to be of interest and compelling to learners. This is what motivates them to engage and make meaning. But, what about how students use the language they are acquiring?  That also needs to be compelling to students.  Let’s look at how to make input compelling along with output activities that are of particular interest to learners as well.

Comprehensible Input Hypothesis:

• Language acquisition occurs when learners are exposed to messages that are slightly beyond their current level of language competence
• Learners acquire language subconsciously, through their own natural processing abilities, rather than through direct instruction or explicit grammar rules.

Compelling Input Hypothesis:

• Learners are more likely to acquire language when they are exposed to messages that are interesting, engaging, and personally relevant to them.
• Compelling input captures learners’ attention and motivates them to engage with the language, which can lead to more effective language acquisition.

Making Input Compelling:

• Incorporate authentic materials, such as news articles, podcasts, videos, and TV shows, that are interesting and relevant to your students’ interests and cultural background. The format can be as compelling as the topic.
• What movies, TV shows, books, games, sports events or local events are happening? School related activities?
• Use exit tickets to figure out what the interests are?  Use Card Talk Drawings.
• Focus on meaningful communication instead of grammar rules. Research has shown that language acquisition is more effective when students are focused on meaning rather than form.
• at their age and proficiency level

 Making Output Compelling:

• Provide students with opportunities to use the language in authentic situations, such as role-playing scenarios, mock interviews, and real-life simulations. 
• Give students choice and autonomy in their learning by allowing them to select their own topics and projects. 
• Provide feedback that is specific, actionable, and focuses on both form and meaning. 
• Use the same formats for making input compelling to provide opportunities for compelling output.

Podcast episode on this topic:

References:

• Krashen, S. D. (1985). The Input Hypothesis: Issues and Implication. 
• Krashen, S. D. (2011). The Compelling (not just interesting) Input Hypothesis