FTCE Professional Education Practice Exam 2025 - Free Professional Education Practice Questions and Study Guide

The Input Hypothesis, proposed by Stephen Krashen, posits that effective language acquisition occurs when learners are exposed to language input that is slightly beyond their current level of proficiency. This type of input is often referred to as "i+1," where "i" represents the learner's current level of understanding, and "+1" refers to the next level of complexity.

When learners encounter input that exceeds their current knowledge slightly, it encourages them to stretch their understanding and develop new language skills. It provides a challenge that is attainable, allowing them to make connections between what they already know and what is new. This concept is fundamental in creating an engaging learning environment where students can naturally progress in their abilities without feeling overwhelmed.

In contrast, input that is well below a learner's ability level may result in boredom and disengagement, as it fails to stimulate growth. Solely verbal input can limit the learning experience as well since comprehensive language acquisition typically benefits from a variety of input types, including visual and contextual cues. Input that matches a learner's current level may not provide enough challenge for optimal growth. Thus, the distinction of "input that slightly exceeds their current level" is essential for fostering effective language development.