Cognitive and emotional dynamics of artificial intelligence-assisted English learning: A mixed-methods study in a dual instructional context.

Krashen's Input Hypothesis provides valuable insights into second language learning. Nowadays, many researchers in China have utilized this theory in various aspects of English classes. However, it is not common to use this theory to analyze the current status of high school English textbooks. This passage will focus on analyzing the current status of high school English textbooks and provide some suggestions based on Krashen's Input Hypothesis. It will first introduce the role of high school English textbooks, then analyze their current status based on Krashen's Input Hypothesis. After that, the reasons are explored. The crucial part follows - giving suggestions inspired by Krashen's Input Hypothesis. This passage is written based on the author's understanding of Krashen's Input Hypothesis and the actual use of high school English textbooks. It is hoped that this paper can offer some suggestions for high school English teachers and serve as a supplementary study in English teaching research based on Krashen's Input Hypothesis.

This study examined the impact of writing on the vocabulary acquisition of 32 universitypreparatory students in Izmir, Turkey. The students were in two separate classes of 16 each. Bothclasses learned vocabulary receptively by using direct explanations, readings that incorporatedthe target words, and post-reading exercises. In addition to this receptive work, one classproduced sentences and short compositions incorporating the target words. The students wereevaluated by using a modified version of Paribakht and Weshe’s (1997) Vocabulary KnowledgeScale and t-tests were performed. It was found that writing had a significant effect on thedevelopment of productive vocabulary.

Artificial intelligence is playing an increasingly important role in college English teaching. Guided by Krashen's Input Hypothesis in second language acquisition, this study uses the large language model Doubao to adapt a news text from China Daily into listening material for the College English Test Band 4 (CET-4). The research explores audio production and vocabulary list creation for the listening material, clearly demonstrating the application of artificial intelligence in college English news listening teaching. This approach effectively addresses problems in traditional teaching such as outdated news content and difficulty in obtaining appropriately leveled materials, providing an effective path for improving teaching efficiency and quality.

In the 1970s and 1980s, American linguist Krashen and Spanish educator Terrell formulated five acquisition hypotheses, with the "i+1" input hypothesis being particularly influential. Krashen's theory emphasizes the significant role of input in second language acquisition and has inspired foreign language education. This paper analyzes the input hypothesis and reviews research on its application in teaching, followed by a discussion of its limitations and use in China's language education.

The application of theory in second language teaching has received widespread attention, but teachers still have shortcomings in combining theory with practice. This article analyzes the application of Krashen's Input Hypothesis in second language teaching, including its positive impacts and limitations. This study found that the application of theory in second language teaching is more profound than before. Theory provides important reference value for second language teaching. However, this study also found that there are still shortcomings in the application of this theory. This article analyzes that in the process of second language teaching, teachers should integrate theory with other theories, consider the combination of input and output, and optimize teaching modes based on individual differences. Based on this, this article will take the Krashen Input Hypothesis as an example to provide relevant suggestions for the theoretical application in second language teaching.

Picture books, when used thoughtfully and artfully, can teach theories to graduate students in literacy and foreign language education. In this article, the authors described how a pair of picture books is used to teach Vygotsky's Zone of Proximal Development and Krashen's Input Hypothesis in the fields of literacy education and applied linguistics. The authors first introduced the theoretical foundation and rationale of using picture books as paired texts to teach educational theories. Then, from a macroperspective, they described the procedures of designing a class activity with paired picture books. Next, they provided language teachers and educators with a specific sample in which materials, objective, and specific instructional steps are clearly listed. In the end, the authors explained how the article contributes to the field from three perspectives: first, it offers a helpful strategy to language educators who make instruction of theories to graduate students easier; second, it provides insights to language and content area teachers on teaching across the curriculum by using picture books; third, it suggests how teachers can pair other learning mediators with picture books to improve student learning.

Krashen’s second language acquisition theory is the most influential theory in foreign or second language learning. The input hypothesis is an essential hypothesis in his theory. The research and debate on input hypothesis never ends. This paper tries to explore the input hypothesis in the computer network environment. It detects computer and network technology can be applied to further explain the input hypothesis. The computer and internet have the function of assisting acquisition, providing enough comprehensible input and improving production ability. This discovery has further implication on improving the English learning in non-English speaking countries. Computer Assisted Language Learning has new demands on both national education investment and college education management; on both teachers and students.

S. D. Krashen argues that language acquisition is caused by learners understanding input which is slightly beyond their current stage of knowledge, by means of context and other extra-linguistic cues, and that, while we should not try to provide input which specifically aims at the next stage, ‘comprehensible’ input is particularly beneficial. In this article I will suggest that there are a number of problems with Krashen's input hypothesis, as currently formulated. Firstly, by concentrating on meaning and context, he misses the fact that certain aspects of grammar development in the learner are largely internally driven, and independent of context or meaning. Secondly, he overestimates the role and benefits of simplified input. Thirdly, Krashen feels that we can never really be sure what input is relevant to what stage, but this is due to the imprecision of his formulation: once one incorporates a detailed theory of language, it is possible to come up with a theory to identify precisely what aspects of input trigger development. Finally, there are circumstances where the secondlanguage (L2) input will not be able to show the learner how to retreat from certain non-target forms: the input hypothesis is geared to handling additions to intermediate grammars, rather than losses. I will argue that second-language acquisition theory should indeed include an input hypothesis, and, consequently, that we should try and tighten up Krashen's formulation to deal with these objections, rather than abandoning it.

Information and communication technology accelerates the coming of Knowledge Society, and it provides technological support to reform the second language education model to meet the learners' diversified needs. Computer-assisted Language Learning is becoming the trend. This paper discussed Krashen's Input hypothesis and its application in Call environment, and explored the benefits the students can get from the input in CALL environment.

The article briefly summarizes and then discusses Krashen's Input Hypothesis as presented in his Principles and Practice in Second Language Acquisition. The Input Hypothesis is considered both as a psycholinguistic and as a pedagogical model. I suggest that as a psycho‐linguistic model the Input Hypothesis fails to account convincingly for the widely accepted fact of fossilization (arrested L2 acquisition) in an acquisition‐rich environment. As a pedagogical model the Input Hypothesis may not be directly applicable to the reality of the U.S. high school or university foreign language classes, since these are so far removed from the immersion/second language environments on which much of the theory underlying the model is based.

Three years ago, motivated by concern for stricter accountability to learner performance, I abandoned all my previously-used elementary Spanish texts and most of my customary methodology to embark afresh on the quest for classroom results that might evidence true proficiency. That process culminated last semester (Fall, 1987) in my implementation of what I understand of Stephen D. Krashen's Input Hypothesis. I make no claim to have implemented it well, only to have taken it seriously enough to give it a try. In 1985 I discovered Nicholas Shumway and David Forbes's Espaniol en espanol, a succinct, dialogless, eminently mature, direct method text package. Sensing that it was time for me to try a wholehearted direct method after skirting the issue for a quarter century, I adopted the package. During the subsequent two years of enthusiastic trial-and-error I gradually came to realize this text's tragic flaw: the give-and-take in Spanish on the structure of the language constitutes the beall and end-all of most of each chapter's activities. Students are supposed to use Spanish grammatical terminology to discuss Spanish grammar. Such an objective does ostensibly get the learners communicating in the TL, but what they communicate under such conditions is largely devoid of the target culturerelated content that, for so many of us, justifies required FL study within a liberal arts curriculum.

Of the many theories put forth to account for the processes of second language acquisition (SLA), few have been subjected to empirical testing. The present study examines the difficulties facing an empirical validation of theoretical claims in SLA. It attempts to determine the reasons for the lack of empirical support for the hypotheses emanating from the various theoretical positions. One of the most interesting accounts of SLA is the Monitor Theory defined by Krashen (1981). It embodies many hypotheses concerning the basic processes of second language acquisition and maintains that grammatical structures learned formally are stored in a separate cognitive system from those acquired through natural exposure. This leads to the postulation of two types of language internalization: language acquisition and language learning. Only the former leads to real communication.

This essay investigates the integration of audiovisual input, particularly TV series, into the acquisition of second language (L2) vocabulary acquisition. Drawing on Krashen's Input Hypothesis, which emphasizes the importance of comprehensible input in language learning, the essay reviews three empirical studies that explore the effectiveness of audiovisual materials in vocabulary learning and the study finds that audiovisual materials can facilitate vocabulary acquisition incidentally, with factors like the frequency of occurrence and cognitive relatedness playing significant roles. Additionally, the use of on-screen imagery and captions can further enhance learning outcomes, especially for intermediate learners. The paper then proposes a teaching section that integrates TV series into the curriculum, encouraging students to engage with authentic language materials and promoting incidental learning through repeated exposure. The proposed approach aims to enhance the overall learning experience and improve vocabulary acquisition for learners of English as a Foreign Language.

This research examines English vocabulary acquisition among kindergarten students through nursery rhymes within the Indonesian educational context, integrating psycholinguistic theories including Chomsky's Universal Grammar, Krashen's Input Hypothesis, and Piaget's Cognitive Development Theory. The study addresses two primary questions: (1) What types of vocabulary are acquired by Al-Azhar Kindergarten children through nursery rhymes? (2) How are certain vocabulary types more frequently acquired through nursery rhymes? The research objectives are to identify and categorize vocabulary types acquired and indicate vocabulary acquisition patterns related to children's cognitive development stages. Employing a qualitative approach, this study observed 25 kindergarten students aged 5-7 years from Al-Azhar Syifa Budi Parahyangan Kindergarten, Padalarang, West Bandung, using purposive sampling. Data collection utilized observational protocols, video recordings, and post-test assessments conducted over four weeks, with each week introducing a different nursery rhyme: "Vegetable Song," "I'm Thirsty!" "Fruit Song," and "Open Shut Them." Songs were presented during daily circle time, with supplementary learning activities on Tuesdays and post-test evaluations on Fridays using flashcard-based verbal identification. Results demonstrate distinct acquisition patterns aligned with Piaget's Preoperational stage framework. Concrete nouns representing tangible objects (vegetables, fruits, beverages) and action verbs achieved significantly higher acquisition rates, compared to abstract adjectives which require more complex cognitive processing. Kinesthetic approaches, particularly in "Open Shut Them," proved exceptionally effective, achieving high mastery by pairing linguistic input with physical actions, thereby transforming abstract vocabulary into embodied learning experiences. The study concludes that nursery rhymes' melodic structure, rhythmic patterns, and repetitive nature provide comprehensible input at students' "i+1" level, facilitating subconscious language acquisition through multisensory engagement. Vocabulary development is significantly influenced by environmental exposure, experiential learning, instructional tempo, and developmental appropriateness. These findings validate music-based pedagogical strategies that leverage repetition, physical engagement, and contextual relevance for optimizing vocabulary retention among young English learners in Indonesian kindergarten contexts. Keywords: Vocabulary acquisition, Nursery Rhymes, Second language acquisition, Psycholinguistic

Listening is the foundation of English learning. Listening teaching is also an important part of English teaching classroom, a proper listening teaching method is considered to play an important role in advancing in listening apprehension. The listening teaching strategies in Chinese schools are still inadequate, lack of interesting and efficient, which makes students less productive. To achieve good teaching effect, we found that language input is essential, but the purpose of learning a language is to output, and sufficient input is beneficial to output, which is only possible when language input is greater than language output. Through the analysis of English teaching research in China and abroad, and based on Krashen's input hypothesis, Swain's output hypothesis, the current situation and problems of listening application teaching in Chinese schools, we suggest that teachers should combine listening training with other language skills to make output and input activities complement and promote each other.