APPLICATION OF THE HYPOTHESIS OF INPUT MATERIAL FOR TEACHING ENGLISH IN HIGHER EDUCATIONAL ESTABLISHMENTS

Abstract

This article explores the comprehensible input hypothesis, which proposes that language acquisition occurs when learners are exposed to language that they can understand but that is also slightly beyond their current level of comprehension. The authors provide an overview of the theory including the role of hypothesis and interaction in language learning. The article goes on to offer practical advice on how to implement the theory in classroom language teaching, including the use of authentic materials and interactive exercises. The authors emphasize the importance of creating a student-centered classroom atmosphere that encourages communication and interaction in the target language. This includes providing students with opportunities to work with authentic materials and practice speaking through meaningful tasks. The authors also emphasize the importance of support, which involves providing students with guidance as they work on understanding and producing language. This may include providing definitions, examples and explanations of new vocabulary and grammatical structures, as well as feedback. The article discusses the role of the teacher in facilitating language acquisition through the use of materials adapted to the level of proficiency. This involves the use of a range of teaching strategies, including task-based learning, form-based learning, and error correction. The authors conclude by emphasizing the importance of continuously analyzing and evaluating students' progress to ensure that they are receiving the appropriate level of assistance and support.