Understanding "Input" in Language Learning

In language learning, the term input refers to the language to which students are exposed. This is the language that learners hear or read in the process of acquiring a new language. In simple terms, input is the language data that students receive, which can be in the form of spoken or written communication. To effectively learn a new language, students need to be surrounded by enough input to help them understand and process the language system.

The Role of Input in Language Acquisition

Input is crucial for learning a language because it provides students with the raw material they need to develop their skills. However, for input to be helpful, it must be comprehensible. This means that learners should be able to understand the language, even if it is challenging. Comprehensible input helps students construct their understanding of grammar, vocabulary, and the rules of the language, whether consciously or unconsciously. For instance, if a student listens to a conversation in English or reads a simple newspaper article, they are receiving input that they can process and learn from.

From Input to Intake

It is important to understand the difference between input and intake. While input is the language that learners are exposed to, intake refers to the part of the input that is actually processed and understood by the learner. According to linguist Sharwood Smith (1993), intake happens when a learner pays attention to the input and begins to make sense of it, transforming it into usable knowledge. Essentially, while input is available to the learner, only the processed information becomes intake, which contributes to the learner's development in the language.

Types of Materials Used as Input

Various materials can serve as language input, ranging from formal texts to everyday objects. These materials include things like letters, newspaper articles, photographs, menus, business cards, and even bus timetables. Everyday items such as shopping lists, weather forecasts, and travel brochures also provide valuable language input. This variety helps learners experience different forms and uses of the language, making it easier for them to understand how the language works in various contexts (Hover, 1986).

Authentic and Non-Authentic Materials

When choosing materials for teaching, there is often a distinction between authentic and non-authentic materials. Authentic materials are those that are created for real-life communication, not specifically for teaching purposes. Examples include real newspaper articles, movie scripts, or menus from actual restaurants. In contrast, non-authentic materials are designed specifically for language teaching and may not reflect real-world usage.

Brown and Menasche (1993) describe a continuum ranging from authentic to non-authentic materials. Here are five points along this spectrum:

1. Genuine: Materials created for real-life use but used in the classroom (e.g., a real news article).
2. Altered: The original material is changed slightly, such as adding visual aids or glosses (explanatory notes).
3. Adapted: Materials created for real-life use but simplified in terms of vocabulary or grammar to make them easier for learners.
4. Simulated: Materials that are specifically created for teaching but designed to resemble real-world texts.
5. Minimal / Incidental: Materials that are created entirely for classroom use, without any attempt to make them look like real-world examples.

The Importance of Authentic Materials

Using authentic materials in language learning has several benefits. Nunan (2004) emphasizes that the key factor is not whether the materials are authentic or simplified, but how much they help learners to engage with and understand the language. Authentic materials provide a clear connection between the language classroom and real-life situations. They allow learners to see how the language functions outside the classroom, which makes learning more relevant and engaging.

Brosnan et al. (1984) argue that teachers should prioritize authentic materials, choosing those that match the interests, needs, and language proficiency of their students. For example, if a student is interested in sports, a teacher might use a sports magazine or a news article about a recent game as authentic input.

Adapting Authentic Materials

Teachers can adjust authentic materials to make them more accessible to learners, especially those at lower proficiency levels. For instance, they may slow down the pace of spoken language or simplify the vocabulary in a written text. This way, even beginners can engage with authentic materials while gradually increasing their language skills (Nunan, 2004).

Conclusion

In summary, input is essential for language learning because it exposes learners to the target language. The more comprehensible the input is, the easier it is for learners to process it and turn it into usable knowledge. Whether using authentic or adapted materials, teachers should focus on providing students with a variety of input that supports their language development. By carefully selecting materials that are relevant and manageable, teachers can help learners bridge the gap between the classroom and the real world, making language learning both effective and enjoyable.

References

Brosnan, A., et al. (1984). Using authentic materials in language teaching. Cambridge University Press.

Brown, H. D., & Menasche, P. (1993). Principles of language learning and teaching (3rd ed.). Prentice Hall.

Hover, D. (1986). Teaching with authentic materials. Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

Sharwood Smith, M. (1993). Input processing and second language acquisition. Academic Press.