What is typically more effective in language learning according to the Input Hypothesis?

The Input Hypothesis, proposed by Stephen Krashen, suggests that the most effective language learning occurs when learners receive input that is slightly beyond their current proficiency level, often referenced as 'i+1'. This means that the language they encounter should introduce new vocabulary and grammatical structures while still being comprehensible enough for them to make sense of it.

When content exceeds the learner's current level, it challenges them to stretch their understanding and absorb new information. This gradual increase in complexity encourages learners to engage with the language actively and helps them to make meaningful connections with what they already know. Therefore, content that surpasses the learner's existing abilities can facilitate growth in vocabulary, grammar, and overall language proficiency, making it highly effective for language acquisition.

In contrast, unintelligible content or overly simplified material may not provide the necessary challenge or stimulation to promote progress. Content that is at or below the learner's level may not engage them sufficiently or encourage them to develop further, as it could lead to stagnation in their learning process.