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7. For most adult learners, acquisition stop-“fossilizes”-before the learner has achieved native-like mastery of the target language.

8. One cannot achieve native-like or non native-like command of a second language in one hour a day.

9. The learner's task is enormous because language is enormously complex.

10. A learner's ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy.

The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learner's errors should be corrected as soon as they are made in order to prevent the formation of bad habits.

The acquisition-learning hypothesis

Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is “acquisition”, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious “learning” process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, “fluency in second language performance is due to what we have acquired, not what we have learned” (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acquisition activity in the classroom, with only a very minor role assigned to learning.

The input hypothesis

Krashen's claims that an important “condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence…..if an acquirer is at stage or level i , the input he or she understands should contain i +1” (Krashen1981:100).

In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。