Exploring Comprehensible Input in Early English Education: A Krash-en-Based Perspective on Second Language Acquisition
Abstract
As early English education philosophies gain increasing attention among the younger generation of parents, a wealth of concepts, resources, and teaching methods for preschool English learning have emerged on online platforms. Many parents strive to seize the so‑called "critical window for language development" between ages 3 and 6, providing their children with large amounts of input through activities such as "immersive listening," "graded reader exposure," and "watching animated content." However, such indiscriminate accumulation of input often proves ineffective, and the underlying reason lies in the neglect of the "comprehensibility" principle in the language input process. Drawing on the theory of "comprehensible input" within Krashen's Input Hypothesis model of second language acquisition (University of Southern California), this paper explores how to effectively implement this principle in early childhood English education, with the aim of providing a reference for scientifically grounded teaching practices by diagnosing the causes of ineffective input and proposing concrete implementation strategies.
