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003			CO-BoICC
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040			_aCO-BoICC _bspa
041	0		_aeng
082	0	4	_222 _a418.0071 _bK89i
100	1		_aKrashen, Stephen D.,
245	1	4	_aThe imput hypothesis : _bissues and implications / _cby Stephen D. Krashen
260			_aNueva York : _bLongman, _c1985
300			_aviii, 120 páginas ; _c22 cm.
504			_aIncluye bibliografía e índice.
505	0		_aIntroduction. -- The input hypothesis. -- The input hypothesis and second-language acquisition theory. -- Five hypothesis. -- Acquisition-Learning. -- Natural order. -- Monitor. -- Input. -- Afective Filter. -- The fundamental principle in second-language acquisition. -- Evidence supporting the input hypothesis. -- Caretaker speech, teacher talk and foreigner talk. -- The silent period. -- Age differences. -- The effect of instruction. -- THe effect of exposure. -- Lack of access to comprehensible input. -- Method comparison research. -- Immersion and sheltered language teaching. -- THe success of bilingual programmes. -- The reading hypothesis. -- Some current issues. -- Is two-way interaction necessary for acquisiton?. -- An output hypothesis. -- Production preceding perception. -- The alternative route issue. -- The strong interface position. -- A weak interface position. -- A weaker interface position. -- The fossilization issue. -- Insufficient input. -- Quality of input. -- The affective filter. -- The output filter. -- The acquisition of deviant forms. -- Prevention. -- Eradication. -- Some case histories. -- Are inmmersion students fossilized?. -- Conclusions on fossilization. -- Understanding witthout speaking. -- Practical objections. -- 'It takes too long'. -- The 'just talk' fallacy. -- 'We don't have the materials'. -- Trivialization. -- Personnel problems. -- Student expectations. -- Some conclusions. -- Implications. -- THe four stages. -- Stage one: General language teaching. -- Stage two: Sheltered language teaching. -- The transition problem. -- Sheltered teaching. -- Stage three: Partial maistream. -- Stage four: Full mainstream. -- Application of the four-stage approach. -- 1. University ESL programmes. -- 2. High-school and university foreing-language programmes. -- 3. ESL programmes in the North American public school. -- The role of the first language. -- A sample programme. -- Enrichment. -- Modifications and variations. -- The late-comer. -- Conclusions on bilingual programmes. -- 4. Foreing language in the elementary school. -- Are bilingual programmes appropiate for FLES?. -- Majority child immersion. -- Late inmmersion. -- FLES programmes. -- 5. Adult education programmes. -- Special purpose programmes. -- Some conclusions. -- On indirect approaches.
591			_anewadq13
650	1	7	_2LEMB _aLenguaje y lenguas _xEnseñanza
650	1	7	_2LEMB _aAdquisición del lenguaje
999			_c110639 _d110639