Compelling Comprehensible Input
We acquire language and develop literacy when we understand messages. For optimal acquisition, input should be more than interesting: it should be compelling.
Motivation to acquire another language or improve in aspects of literacy (e.g., increase one’s vocabulary or writing ability) becomes less important, or may even become unimportant, when what is heard or read is compelling.
A necessary (but not sufficient) condition to move from stage i(now) to stage i+1(a little beyond) is that the acquirer understand input that contains i+1, where “understand” means that the acquirer is focussed on the meaning and not the form of the message. The best input is so interesting and relevant that the acquirer may even “forget” that the message is actually encoded in a foreign language.
Modified Inputs
Caretaker-speech aims to be comprehensible, and the here and now property provides extra-linguistic support (context). Modified inputs (foreigner-talk, teacher-talk, interlanguage-talk) have similar property of the caretaker-speech. Characteristics of foreigner talk: slowing down, repeating, restating, changing wh-questions to yes or no questions.
Interlanguage is meant for communication and might contain input at some acquirers’ i+1. However, there is a question whether the ungrammaticality of much interlanguage talk outweighs these factors. Also, much interlanguage talk input might be too simple and may not contain i+1 for the more advanced acquirer.
Readers are able to acquire more vocabulary from altered (Rewritten to be more “facilitative” or “considerate”) texts, readers still acquire an impressive amount from original, unaltered texts.
Silent Period
Child is building up competence in the second language via listening, by understanding the surrounding language. Speaking ability emerges on its own after enough competence has been developed by listening and understanding.
L1 plus Monitor Mode
Performers who are asked to produce before they are “ready” (forced output) will fall back on first language(L1) rules, that is, they will use syntactic rules of their first language when a second language rule is needed in production but is not available. It may temporarily enhance production, but may not be real progress in the second language.