receiving input is the term for input that is outside the model.
receiving input is the term for input that is outside the model.
term for input that is outside the model?
receiving input
in his input hypothesis, krashen proposes that language acquisition takes place only when learners receive input just beyond their current level of l2 competence. he termed this level of input “i+1.” however, in contrast to emergentist and connectionist theories, he follows the innate approach by applying chomsky's government and binding theory and concept of universal grammar (ug) to second-language acquisition. he does so by proposing a language acquisition device that uses l2 input to define the parameters of the l2, within the constraints of ug, and to increase the l2 proficiency of the learner. in addition, krashen (1982)’s affective filter hypothesis holds that the acquisition of a second language is halted if the learner has a high degree of anxiety when receiving input. according to this concept, a part of the mind filters out l2 input and prevents intake by the learner, if the learner feels that the process of sla is threatening. as mentioned earlier, since input is essential in krashen’s model, this filtering action prevents acquisition from progressing.
theories of second-language acquisition
psychological safety is a group-level phenomenon (edmondson, 2014). psychological safety in the group level as a model of team effectiveness uses some forms of input-process-output (ipo) model. psychological safety leads to team performance through team learning as a mediator or channel compared to 'process variables' in input-process-output model. a significant antecedent of psychological safety is trust (input) which plays an important role in knowledge sharing as well as a mediating (process) role partially (zhang et al., 2010). a number of studies show that psychological safety is a mediator of relationships between antecedent (similar to 'input variables' in the input-process-output model) including organizational context, team characteristics and team leadership, and outcomes (similar to 'output variables' in ipo model) of innovation, performance, learning, and improvement in or by a team. although psychological safety has a significant effect as a mediator in explaining team outcomes, it also plays a role as a moderator. here, psychological safety as a mediator acts as an input in case of teamwork as well as process or emergent state. due to the boundary condition, it may not help teams to learn when particular conditions such as absence of interdependence are supporting teamwork.
psychological safety