How are krashen and vygotsky similar in their perceptions in sla?
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Krashen's Input theory exactly resembles the Vygotsky's concept of zone of proximal development.
According to input hypothesis, language acquisition will take place during human interaction in an environment of the foreign language when the learner receives the language input i.e. one step beyond his/her current stage of linguistic competence.
For example, when the learner is at stage i, the maximum acquisition takes place when he/she is exposed to the 'comprehensible input' that belongs to the level 'i+1'.
Vygotsky sees the zone of proximal development as an area where the most sensitive instruction or guidance should be given - allowing the child to develop their own skills.
According to input hypothesis, language acquisition will take place during human interaction in an environment of the foreign language when the learner receives the language input i.e. one step beyond his/her current stage of linguistic competence.
For example, when the learner is at stage i, the maximum acquisition takes place when he/she is exposed to the 'comprehensible input' that belongs to the level 'i+1'.
Vygotsky sees the zone of proximal development as an area where the most sensitive instruction or guidance should be given - allowing the child to develop their own skills.
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