Every program of the school I am working at is designed by a teacher who worked there before. He seems to have studied Teaching English as a Second Language somewhere. And the theorical background of the school is based on Stephen Krashen.However, the guy has gone. And nobody understands Krashen's theory. I don't always agree with Krashen. But, when it comes to making the program work well, you've got to do some approach that goes with Krashen's claim.
The input hypothesis
If the input contains forms and structures just beyond the learner's current level of competence of the language (what Krashen calles "i + 1"), then both comprehension and acquisition occur.
The affective filter hypothesis: an imaginary barrier which prevents learners from acquiring language from the available input.
"Affect" refers to such things as motive, needs, attitudes, and emothonal states.
Lightbown & Spada (1999/2003) How Languages are Learned, 2nd ed. Oxford. 38-40
However, our school gives students punishment that may prevent them from acquiring English. And the level of the input is far beyond their current level of competence. So, that is why our school is messed up. But, James, our boss, doesn't know it and doesn't listen to any teaching staff, let alone me...
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