Professional Documents
Culture Documents
Firstly IP is about how learners perceive and process the language they
hear or read (input) and turn it into what they actually understand
(intake). If we knew more about this then we should be able to refine
teaching to maximise the efficiency of this process.
Here are the main principles VanPatten summarises in a 2004 article. Take
your time with these!
Now, to cut a long story short, could we adapt our presentation and
practice of input to somehow match the way students tend to process the
input? In this way we might render the input more comprehensible and
easy to process. As Wong and VanPatten (2003) put it, maybe we can
"manipulate input in particular ways to push learners to process it better".
(Don't forget that VanPatten goes along with Krashen in hypothesising that
acquisition really only happens as a consequence of receiving
comprehensible input. However, as I understand it, VanPatten disagrees
with Krashen by claiming classroom instruction can accelerate the process
through IP.)
1. Teach only one thing at a time. Don't overburden students until you
are sure they have worked out form-meaning relationships.
3. Learners must do something with the input. Not just repeat but
"internally process", e.g. students might have to say they agree or
disagree rather than just repeat.
Remarks
References