Second Language Acquisition and Second ... - Stephen Krashen

e. Thus, mechanical drills are at best only partially suitable for acquisition.
Together with free conversation (the "structure" and the "conversation" class
combination), they may succeed in encouraging some language acquisition, but I
think the second language classroom can do much better.
My analysis of what intake is predicts that what is called "meaningful" and
"communicative" drills or exercises can be more efficient in producing language
acquisition. These are activities in which students can really communicate or in
which communication can be simulated. My impression is that designing materials
for mechanical practice is not difficult. Nor is it difficult to think of things to talk
about in class. Providing intake via meaningful and communicative activities is
quite a challenging task, however. In order to qualify as intake, these exercises must
be understood, be at the appropriate level, and be "natural". I have tried to come up
with activities that fit these requirements as an ESL teacher, and I found it very
difficult to think up interesting, natural communicative situations in which to
contextualize "the structure of the day".
I have also been struck by the popularity of presentations at language teaching
conferences and workshops that give teachers ideas for contextualization of
structure. Such presentations are well attended and eagerly received. One rarely
sees, these days, demonstrations of new mechanical drills. I interpret this trend as
the recognition of the fact that language acquisition develops better when the intake
is communicative and understood.
Even meaningful and communicative drills may have their limitations, however.
Even if they manage to hit the "next" structure (i + 1), which is unlikely for all
students in a given class, they may fail to provide enough input or be natural enough
for language acquisition. Perhaps the correct generalization is that the best activities
are those that are natural, interesting, and understood. When these requirements are
met, and where there is a great deal of input of this nature, it may be the case that i
+1 will "naturally" be covered and reviewed many times over, and progress in
language acquisition will result.
If intake does indeed have these characteristics, and if intake is the most essential
part of the language teaching program, the classroom may, in fact, be the best place
for adults to acquire language, at least
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