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Acquisition/learning -According to Krashen: Adults get to know language in two ways:

acquisition and learning. Learning cannot become acquisition (separate processes). Moreuseful is acquisition because it is responsible for fluency and helps us use!produce

language spontaneously. Learning can only edit or monitor what we said. Input Hypothit e"plains how acquisition takes place when learners are e"posed to comprehensible

input. According to #nput $ypothesis it doesn%t make sense to teach students to speakbecause if you pro&ide them with comprehensible input speaking will emerge on its own.

Comprehensible input input that can be understood with afford. #t%s a little bit moredifficult than our current le&el of language de&elopment. Krashen claims that it is

necessary condition to learn language. Input all the language we are e"posed to. Intake language we use for acquisition part of input.Criticisms against Krashenshypothesis:some researchers claim that learning can in fact become acq' longtermretention is impossible without a certain degree of consciousness; it%s difficult to say what

is conscious and subconscious' in classroom there are students in different le&el andteacher must rely on his intuition. HIs !High Input enerators" they use language in

classroom and beyond it. hey find contact with nati&e speakers speak a lot uselanguage more. hey are better in language learning * it%s against Krashen%s hypothesis.

#Is !#o$ Input generators" opposite to $igs. hey don%t usually speak and contactwith nati&e speakers% +orse in language learning. Interaction Hypothesis two ways in

which speaking can contribute in languageearning: ,ne way in which speaking can helpthe process of acquisition is by making input comprehensible only when necessary when

learner needs it (interaction make input more comprehensible). his happens through theprocess of negotiation of meaning. he other way in which negotiation of meaning

assists language acquisition is that it enables the learner to see the gap in his linguisticknowledge in the process of noticing. -egotiation of meaning can lead directly to

language acquisition.&egotiation o' meaning interacti&e work done by interlocutors too&ercome communication breakdown e"plaining e.g.:# bought a mincer yesterday.

A mincer.ou know the thing that helps you cut meat into small pieces.(e)ices to startnegotiation o' meaning:confirmation check * repeating phrase with rising intonation

e.g. A mincer/ clarification request * e.g. 0an you e"plain what do you mean/ +hat/comprehension check * e.g. 1o you understand/ 1o you get it/ 2epetition In $hat $ays*

accor+ing to ,$ain !.0"* can learners output contribute to the process o' language

acquisition12utput hypothesis 3wain claims that comprehensible input is not enough

there has to be comprehensible output. +hen you understand language you process

language semantically. ou focus on the meaningsemantic processing.

+hen you produce language you process the language syntactically. ou focus on

grammar synta"syntactic processing. 3he said that it%s not enough only to speak:

3ushe+ output output that is precise correct and appropriate. eacher pushes student toproduce correct language