Imagine you're learning to cook a new dish - you could read the recipe a hundred times, memorize the ingredients, and study the techniques. But without actually tasting the finished product, would you truly understand how to make it? This analogy rings true for learning a new language - listening to the language, or input, is the most important part of second language acquisition. In fact, according to peer-reviewed research, it takes an estimated 600-750 hours of listening to a language to gain basic fluency and around 2,200 hours to reach a more advanced level of fluency. So, just as tasting the dish is essential for cooking, listening to the language is essential for learning.
Despite this, listening and input are often neglected in second language learning. Many parents spend thousands of dollars investing in English education, but are left frustrated by the slow progress of their children. Why can their child understand English questions and reading, but can't speak smoothly?
Do you ever say, "My student is great at reading and grammar, but has no confidence to speak. I want him to speak."
The truth is, students need practice and exposure to a community that has the right sounds, accent, and motivation. This is how students in international schools or English kindergartens absorb language - through their everyday life. However, not all ELLs have access to this type of immersive environment.
Unfortunately, neglecting the input and listening piece can lead to negative consequences for students.
A Sad Yet Telling Story
Genie Wiley's story is a powerful example of how essential input is in language acquisition–
In the 1970s, Genie was discovered in California after spending the first 13 years of her life locked up in a room with no social interaction or language input. As a result of this extreme isolation, Genie had not developed any language skills and was essentially mute.
When Genie was first discovered, researchers attempted to teach her language using traditional methods, such as drilling her on vocabulary and grammar rules. However, this approach was largely ineffective, and Genie struggled to make progress. It was only after researchers began to provide Genie with rich, meaningful input that she began to make progress in acquiring language.
In particular, researchers found that Genie made the most progress when she was engaged in social interactions that provided her with comprehensible input. For example, when researchers talked to her about things she was interested in, such as her favorite foods or activities, and provided her with the necessary vocabulary and grammar to express herself, Genie was able to make significant strides in language acquisition.
This story underscores the importance of providing ELLs with rich and meaningful input in order to support their language acquisition. While traditional language instruction methods, such as vocabulary drills and grammar rules, may have a place in language learning, they are not enough on their own. Instead, learners need to be immersed in language-rich environments that provide them with ample opportunities for social interaction and meaningful input.
It's important to remember that the amount of input needed to become fluent is way more than can be given during an hour at a hagwon or school English class. In order to help your child become fluent, they need to be exposed to comprehensible input - that is, language that is understood by the learner, but is just beyond their current level. This is the basis of Krashen's i+1 model of language learning.
In the following paragraphs, we will explore the importance of input and listening in language acquisition, explain what comprehensible input means, provide examples of what it looks like for different levels of language learners, and give you ideas for finding English input online.
Listening: The Input Hypothesis
Now, let's talk about what the research says is the most important piece of learning English: input in the language, specifically, listening. Numerous studies suggest that listening and input play a crucial role in language learning, especially for ELLs. The Input Hypothesis, proposed by language acquisition theorist Stephen Krashen, posits that language learning occurs through comprehensible input, which is material that a learner can understand just beyond their current language level (i+1).
ELLs need high-quality, authentic, and engaging input to acquire language, and extensive exposure to this input is essential to shortening the time it takes to learn English. According to research, lack of exposure to comprehensible input can lead to slower language acquisition, limited vocabulary, and difficulty with grammar and pronunciation.
Background: The Process of Language Acquisition Explained
As mentioned earlier, the process of language acquisition for ELLs is very similar to that of a first language learner. Children typically go through several phases of language development before they can fluently produce and understand language. Similarly, ELLs go through several phases of language development before they can communicate effectively in their second language.
The first phase that ELLs go through is the silent period. During this period, learners listen and absorb language without producing any output. This phase can last anywhere from a few weeks to several months and is a crucial stage in language development. Research shows that during this phase, learners are actively processing the language they hear, making sense of its patterns, and building their language foundation. It is important for learners to be exposed to comprehensible input during this phase to facilitate their language acquisition.
The second phase that ELLs go through is the early production stage. In this stage, learners begin to produce short phrases and sentences. This stage is characterized by the learners' limited vocabulary and grammar, which can often lead to errors in their language production. It is important for learners to continue to receive comprehensible input during this stage, as they begin to experiment with language and start to refine their language abilities.
The third phase is the speech emergence stage. During this stage, learners begin to use more complex language and their language abilities start to become more sophisticated. They can now use more advanced sentence structures, and their vocabulary has expanded. Learners in this stage are more confident in their language abilities and start to use language in real-life contexts.
Finally, the fourth stage is the intermediate and advanced fluency stage. At this stage, learners can communicate effectively in their second language. They have a good command of the language, and their language production is fluent, accurate, and appropriate for different contexts. Learners in this stage are able to understand and produce complex language structures and have a large vocabulary.
It is important to note that these stages are not set in stone, and different learners may progress through these stages at different rates. However, research has shown that providing learners with ample exposure to comprehensible input during the silent period can help shorten the time it takes to progress through the language acquisition stages.
In summary, the language acquisition process for ELLs is a gradual and dynamic process that involves several phases. During these phases, learners actively process language, building their language foundation and refining their language abilities. Providing learners with ample exposure to comprehensible input is crucial for facilitating their language acquisition and shortening the time it takes to progress through the language acquisition stages.
How can we shorten the silent period and accelerate language acquisition?
The process of language acquisition has been compared to that of first language acquisition, with ELLs typically going through similar phases of language development. These phases include a silent period, where learners listen and absorb language without producing any output, followed by a stage where learners begin to produce short phrases and sentences, and then eventually acquire fluency in the language (Krashen, 1982; Lightbown & Spada, 2013). Studies have shown that the silent period can last anywhere from a few weeks to several months, depending on the learner’s individual experience and circumstances (Lightbown & Spada, 2013).
While the silent period can be frustrating for both learners and their caregivers, research suggests that it is a critical stage in the language acquisition process (Krashen, 1982; Lightbown & Spada, 2013). Shortening the silent period has been a goal for many language educators, and research has suggested a number of ways to help learners transition more quickly into the productive stage of language acquisition.
One strategy is to provide ample opportunities for students to hear and understand language in context (Krashen, 1982; Lightbown & Spada, 2013). This means exposing students to natural language in a variety of forms, such as spoken conversation, music, television shows, and movies.
Another effective strategy is to provide students with comprehensible input, or language that is delivered in a way that learners can understand even if they don’t know every word or grammar structure (Krashen, 1982; Lightbown & Spada, 2013). For example, a teacher might use gestures, pictures, or simpler vocabulary to explain a concept in English to students who are still developing their language skills. This helps students make connections between the language they hear and the meaning of the words and phrases. Additionally, research has shown that providing learners with opportunities to interact with fluent speakers of the target language can be very beneficial (Lightbown & Spada, 2013). This can be done through conversation partners, language exchange programs, or other social events where students can practice their English in a natural and supportive environment.
By utilizing these strategies, parents and educators can help their students transition more quickly from the silent period to the productive stage of language acquisition. While it may take time and effort to provide ample input and comprehensible language, research shows that these strategies can have a significant impact on learners’ progress in acquiring a new language.
Are you a parent struggling to find the right resources to provide your child with the English input they need to become fluent in the language? Is your child stuck in the "silent period," unable to communicate effectively in English? As research suggests, it takes an estimated 600-750 hours of listening to a language to gain basic fluency and around 2,200 hours to reach a more advanced level of fluency. However, many parents feel overwhelmed with where to turn to get resources for input that are level-appropriate (i+1) and engaging. But fear not, we are here to help! In a series of upcoming blog posts, we'll be offering tools and resources that will make providing level-appropriate and engaging input easier for parents. By following these posts, you'll be able to accelerate your child's fluency and development of listening and speaking, shortening their silent period.
So, keep an eye out for future posts and give your child the gift of language proficiency.
