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ERIC Number: EJ945156
Record Type: Journal
Publication Date: 2011-Dec
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0898-5898
Exploring Stephen Krashen's "i+1" Acquisition Model in the Classroom
Payne, Mark
Linguistics and Education: An International Research Journal, v22 n4 p419-429 Dec 2011
Stephen Krashen's theories can appear "seductive" to teachers of languages, in that they identify a seemingly clear way forward for language acquisition in the classroom. However, reification of Krashen's theories, in particular the notion of attaining "i+1" through comprehensible input, is demonstrated to be problematic. Based on empirical data drawn from an exploratory small-scale study in the north of England, this paper shows how an attempt at "acquisition" that is planned and adapted from principles of "i+1" evolves into structured "learning" in a format probably anathema to Stephen Krashen. It is concluded that Krashen's theories seem plausible but prove to be flawed and incoherent when applied in the "real" languages classroom. (Contains 4 figures and 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)