i+1
The i+1 concept, part of Krashen’s input hypothesis, posits that learners progress when exposed to comprehensible input just above their current level (i + 1) within SLA theory
Key Points
Promotes steady progression
supports comprehension‑driven immersion
builds vocabulary in context
reduces anxiety
aligns with Refold’s graded input
fosters implicit grammar acquisition
What it is
The i + 1 concept refers to comprehensible input that is just beyond a learner’s current interlanguage level, originally proposed by Stephen Krashen in the 1970s as part of his input hypothesis.
Why it matters
It matters because immersion learners acquire language most effectively when exposed to challenging but understandable input, supporting Refold’s emphasis on natural, meaning‑focused listening before forced output.
Additional Information
Krashen (1977, 2003) defined i + 1 within his five hypotheses; Namaziandost et al. (2019) found i + 1 reading improved comprehension and motivation criticisms from McLaughlin 1987 and Gregg 1984 input hypothesis is foundational within Refold and natural approach methods
Common Issues
Common misconceptions include believing i + 1 means explicit grammar teaching; assuming any difficult input works; thinking it must be exactly one new structure; criticisms note that i + 1 is vague and untestable or circular as defined by McLaughlin (1987) and Gregg (1984)
