UNIVERSIDAD LAICA ELOY ALFARO DE MANABÍ CHONE

EXTENSION

CAREER:
PEDAGOGY OF NATIONAL AND FOREIGN LANGUAGES.

TEACHER:
LIC: GENNY ELIZABETH ZAMBRANO GALLARDO.

TOPIC:
STEPHEN KRASHEN OPTIMAL INPUT

MODULE:
SECOND LANGUAGE ACQUISITION.

MEMBERS:
CONFORME QUIÑONEZ JOSE EDUARDO.
ZAMBRANO MANZABA CARMEN LORENA.
INGRID LISSETH CEDEÑO LOVATON.
JASMINA YAMILETH MOREIRA LOPEZ.

SEMESTER:
SIXTH SEMESTER.
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
Optimal input has these four
characteristics:
1. It is comprehensible. This does
not mean full transparency. Language
acquisition does not
require understanding every word and
every part of every word. Input can
be quite
comprehensible and useful for
acquisition even if there is some
“noise” in the input, some
incomprehensible bits.
2. It is very interesting: it is
“compelling,” so interesting that you
temporarily forget that you
are listening to or reading in another
language. If input is comprehensible
and compelling,
acquirers will often not notice noise
in the input.
3. Optimal input is rich in language
that contributes to the message and
the flow of the story
or text. The language included in the
input also gives the reader support in
understanding
and therefore acquiring new aspects
of language.
4. Language acquisition is a gradual
process: Each time we encounter a
new item in a
comprehensible context we acquire a
small amount of the meaning (and
form). Optimal
input must therefore be abundant,
providing numerous opportunities for
acquisition of new
language
INTRODUCTION.
In the last 30 years, many studies have dealt with the quality of teaching in higher
education. A survey of best practice cases was conducted and issues of quality assurance
in higher education were discussed, including how to encourage students to become
active co-creators of the learning process. The research focused on all aspects of teaching
and learning, and proposed methods to improve teaching. This is to reflect and consider
the views necessary for students as partners in the educational process.

Therefore, we refer to the theory of cognitive constructivism, which emphasizes that

students are people who discover meanings and build knowledge. In his meta-research on
constructive learning articles, Simons listed six key characteristics of constructive
learning, among which there is a high degree of consistency between different authors. In
short, the role of students' subjective concepts of learning and the role of teachers and
students in the learning process cannot be ignored. The author's research focuses on
discovering the learning patterns of higher education students and their influence on
students' learning strategies.
Furthermore, the concept of learning and the roles of students and teachers are also the
central concepts of pedagogy and children's studies. Therefore, we would like to know if
these concepts will change during the research process and will solve modern scientific
concepts related to active and constructive learning. They also believe that "any learning
environment that aims to cultivate self-regulation and deep learning strategies must
clearly target student learning patterns."

METHOD.
The research used non-experimental descriptive and causal methods. Descriptive methods
are used to describe the characteristics of the population or phenomenon under study.
Show. The research involved the first and third grades of Pedagogy and Andrology at the
Ljubljana Academy of Arts in the academic year 2012 / 13.2, and the first and third
grades of Pedagogy at the Belgrado School of Philosophy.
Data collection. Data collection took place during the winter semester of the 2012/13
academic year, especially during multi-year conferences attended by freshmen and
juniors.
instrument. Two questionnaires were designed for our research purposes, one for first
and third year students of pedagogy (and children's studies) at the University of Ljubljana
and Belgrado.

RESULTS AND DISCUSSION.

CONCEPTIONS OF THE ROLES OF TEACHERS AND STUDENTS.
To understand how students understand the key roles of teachers and their own roles, we
asked them to choose from several descriptions of the roles of "good" teachers and
students in research.
Both the teacher and student roles are defined within the framework of these concepts. At
a lower level, the author distinguishes the concept of teaching as a transfer of knowledge
and as a trainer of students, while at a higher level, the author distinguishes the concept of
teaching as a journey through thematic areas and teaching as an engine of personal
growth. They study the subject and try to understand it.

Students should ask themselves and their teachers questions, and they should critique the
issues involved. Students are responsible for their knowledge.
Students must also prepare for certain personality changes by studying hard and shaping
themselves. Our conclusion is that during the learning process, some students changed
their minds about the role of teachers.
MEANINGFUL LEARNING EXPERIENCES.
With meaningful learning experiences, the forms of learning in which this experience is
developed and the various aspects of the changes that students find from this experience
are explored.
Freshmen were not asked this question because we believe that after the first year of
study, they may have difficulty answering questions about meaningful learning
experiences and have difficulty recognizing their perspectives, knowledge, skill
development, and changing characteristics. of similar learning. Table 3 provides student
responses to the question of where important learning experiences occur.
This was the response most frequently selected by Belgrade students, followed by learning
experiences that occurred in group work with colleagues on projects, seminars, etc. -
19.6%, and during organized visits to institutions - 17.9% Exercises and seminars would be
expected to represent an important learning situation allowing students to challenge their
existing subjective theories, test themselves in various new situations and personally
consider pedagogical issues.
Ljubljana students reflect to some extent the differences in the way the study program is
conceived at each university.

CONCLUSION
This research has shown that moreover, 42.9% from Belgrade and 38.9% of third-year
students from Ljubljana selected a teacher who encourages them to be more independent
and responsible, as well as to continue their personal growth.
While the first-year students mostly noted that their duty was primarily to fulfill their study
obligations, attend and actively participate in lectures, exercises, and seminars, the majority
of third-year students already emphasized a more responsible role. and autonomous.
The findings have confirmed the thesis that it is worth orienting our efforts towards
planning and shaping learning situations that allow students to be actively and responsibly
included in the study process. However, the importance of the role of student feedback in
ensuring high-quality university studies has become apparent, as it reveals strengths and
weaknesses of study programs and their implementation, while indicating guidelines for
introducing changes in the study program. study process.
Along with efforts aimed at developing students' professional competencies, the key
question is how university professors should work and cooperate with students to ensure
that they become professionals, capable of continuing to learn and growing in
responsibility. towards everyone.