What does Krashen's Input Hypothesis suggest about instruction?

Krashen's Input Hypothesis emphasizes the importance of providing learners with language input that is just beyond their current competence level, often referred to as "i+1," where "i" represents the learner's current level of understanding and "1" denotes the next step in language acquisition. This approach is based on the idea that learners acquire language most effectively when they are challenged but not overwhelmed; the additional input encourages them to stretch their understanding and enhances their language development.

By offering instruction slightly above the student’s current ability, educators can support a natural progression in language acquisition, allowing students to comprehend new materials with the aid of context and guidance. This creates opportunities for growth and interaction with language that more closely aligns with their needs, making the learning experience both engaging and effective.

Group work, self-directed learning, or staying strictly within a student's current knowledge level might not effectively promote the gradual advancement in skills that Krashen advocates, as they either limit challenge or do not encourage engagement with slightly more complex input.