Not sure of the point you are trying to make, but thnks for commenting.

@@Joshesl most non English forgoing language youtube advice, doesn't talk about such concepts. They're stuck on comprehensible input. Often radical

Oh, SLA has moved, but understadning the role of input is crucial. It should not be discounted. We can't learn anything without input, but yes, as my recent research papers show, input is not everything@@6Uncles

@@Joshesl where can I look to get more indepth info? Best resources?

Yes, there is the suggestion that the child does not think, that it comes ‘naturally’ whatever that means. As you say, they must be aware, and consciously thinking, solving a puzzle.

The key variable that many EFL / ESL / TESOL researchers fail to address is the link between success (visible learning or succeeding in an optimal challenge) and motivation. In short, those who succeed, feel more motivated - and that is why setting learning tasks that are challenging, but manageable, is key to promoting motivation. Check out www.joshesl.com and you will see this discussed on the page about motivation.

Thanks! I am glad it helps.

Thank you! Cheers!

Very good question. Check out my video on fluency to learn more. But yes, fluency is a skill we need to help students develop. Although Nation gets the credit, this is not a new idea.

That is a great question. Do I personally divide my class or semester equally between Nation’s four strands? In short, no. Not because this idea is not valid, it is a great idea. I don’t do it because it simply does not work like that in reality. Different stages of development have different needs. A complete beginner who has a very limited vocabulary has very different needs than an advanced learner - as such, the four strands might get different weights per class or per semester, depending on the student. When I design a lesson I draw from cognitive load theory and SLA theory. I will be doing a talk on this in the coming months. Keep an eye out for it.

Glad to hear that! Thanks for viewing!

The key is focus - if you do not focus, attend to, and process the input, it is of limited use. Great question. Cheers!

Thank you! I am really happy it helped you!

Happy to help. Thanks for watching.

Thank you. I hope you enjoyed it.

Lol..Thanks. I am glad you enjoyed it!

More like a car salesman. 🙂 Mybe if he wore spats, a jacket with wide lapels, a kipper tie, an old style hat and holding a violin case.

It means if you can understand the message, then you have a better chance of acquiring the language used.

Thanks! Happy to have you here.

Joshua Wedlock

@@Joshesl Thank you!

Yes ~ my accent is "muddled". I am Australian but have lived in several countries and have been surrounded by different North American accents for the past 10 years ~ I guess it impacted the way I speak. Thanks for checking out my vids.

Thank you! Will do!

Thanks

Thank you Dr! Glad you liked it.

My only advice would be to understand that both have their role to play. There is no step- by-step approach. Think of the goals of your class and lesson and structure a class that builds on previous knowledge and introduces some new language.

@@Joshesl appreciate your advice. I want to learn the language acquisition method better. Could you kindly elaborate a little?

Thank you. I am happy it helped.

Sorry I forgot to reply. In about 2 months I will be releasing more videos on how we learn ~ I am sure they will help you. Thanks for checking out my vids.

If you can understand it - it is comprehensible. if you can't understand it - it is not.

Glad I could help! Have a great day.

That is great to hear!