A HOLISTIC APPROACH TO INPUT IN SECOND LANGUAGE ACQUISITION

This paper examines the role of input in second language acquisition in the light of theoretical and empirical studies. The role of input in language acquisition is examined within the theoretical frameworks of the Input Hypothesis of Krashen, Interaction Hypothesis of Long and the Output Hypothesis of Swain in the present study. This study, which is based on the literature review, reveals that input alone is not sufficient; it should be handled together with attention, interaction and cognitive processes. In the field of second language acquisition, input is considered one of the key components of the language learning process. In this context, the study aims to examine the function and limits of input in language acquisition. The research was conducted with a qualitative literature review method. The literature review reveals that comprehensibility of input is necessary for language acquisition but not sufficient on its own. Studies show that input yields more effective results when supported by cognitive and interactional processes such as attention, awareness, interaction, and output production. As a result, this study emphasizes that the qualitative characteristics of the input in second language teaching should be organized consciously and purposefully and provides a holistic perspective between theoretical approaches and pedagogical practices in the literature.