Let's see the ideas and suggestions of a specialist.
Today, the first three.
1. We acquire languages when we can understand messages
Learners need to be exposed to what Krashen calls 'comprehensible input' – that is, exposure to interesting and understandable listening and reading material. In Krashen's view, we acquire languages when we understand messages. He stipulates that the emphasis should be on meaningful interactions and not on form. When parents speak to their children, for example, the emphasis is on meaning rather than the correct use of grammar. If the child says, 'Daddy fish water!', the parent is likely to respond, 'Yes, you're right, there's a fish in the river', rather than by correcting the child's grammar. The theory here is that exposure to sufficient quantities of comprehensible input always results in acquisition.
2. Getting the right level is crucial
Krashen makes the important point that comprehensible input needs to be at the right level for the learner, namely just higher than the learner's own. He calls this theoretical level 'i + 1'. A good practical example of this in action are graded readers. These are books that are specially created for learners of foreign languages at various levels, such as A2, B1, C2, etc, on the common European framework (CEFR).
3. The silent period
Children don't start speaking their mother tongue straight away. Until they utter their first words, they are acquiring language, even if they are not using it. The miraculous first words and sentences that quickly follow are the result of this acquisition. Adult learners, both inside and outside the classroom, need this silent period, too. Teachers shouldn't be afraid when their students don't participate in debates in class – perhaps they are simply acquiring the language. Moreover, putting pressure on the learner to speak before they are ready will result in anxiety.
Next part comming soon...