Ensuring True Intake: Avoiding Distractions in Story-Listening

Introduction

Achieving language acquisition requires more than providing input—it demands focused, distraction-free environments that allow learners to absorb and process language effectively. Distractions, both external and internal, can undermine even the most well-prepared Story-Listening (SL) sessions. This article explores how distractions impact intake and offers practical strategies to overcome these barriers, ensuring learners receive the full benefits of comprehensible input.

Input and Intake: The Gateway to Language Learning

Stephen Krashen (1981) identified two types of auditory input: comprehensible and incomprehensible. While comprehensible input is essential, it must become "intake" to fuel language acquisition. Intake refers to the portion of input that learners digest, internalize, and use for linguistic development. However, distractions can interrupt this process, preventing even comprehensible input from achieving its full potential.

To create environments where input becomes intake, it is essential to understand and address the causes of distractions.

The Impact of Distractions

In Story-Listening sessions, compelling stories naturally engage learners and encourage focus, akin to how a gripping movie captures attention. Yet, distractions—whether minor or major—can disrupt this engagement. Minor distractions, such as fidgeting, can often be minimized with well-prepared stories. Major distractions, however, require deliberate strategies to address their root causes.

Common Distractions and How to Avoid Them

1. Multitasking
   Allowing students to write, draw, or use phones during SL sessions divides their attention and diminishes their ability to absorb the story.
   Solution: Create a distraction-free zone and emphasize the importance of focused listening.

2. Lack of Clear Objectives
   Without understanding the purpose of Story-Listening, students may disengage.
   Solution: Begin with an orientation to clarify the method, goals, and benefits. Align SL sessions with student objectives for deeper motivation.

3. Personal Issues
   External stressors or personal concerns may prevent learners from focusing.
   Solution: Incorporate calming activities, such as guided meditation, to transition students into a focused mindset before the session begins.

4. Overemphasis on Assessment
   Anxiety from tests and drills shifts attention from learning to performance.
   Solution: Remove forced activities, drills, and assessments from SL sessions. Prioritize enjoyment and engagement to promote natural learning.

5. Teacher’s Appearance
   Flashy or overly elaborate presentation styles can distract from the narrative.
   Solution: Maintain a simple and understated appearance to keep the focus on the story, not the storyteller.

Creating a Focused Environment

Ensuring a focused environment requires preparation, empathy, and attention to detail. Teachers can minimize distractions by:

• Selecting engaging, level-appropriate stories.
• Addressing logistical distractions like noise or seating arrangements.
• Encouraging students to leave external worries outside the classroom.

These practices allow learners to fully engage with the input, transforming it into meaningful intake.

Conclusion

The Story-Listening method thrives on comprehensible input that becomes true intake through a distraction-free environment. By identifying and addressing common distractions, teachers can optimize the learning experience, fostering natural and efficient language acquisition. With intentional preparation and the right strategies, we can unlock the potential of every learner.

References

• Krashen, S.D. (1981). Second Language Acquisition and Second Language Learning. Retrieved from sdkrashen.com
• Krashen, S.D. (1982). Principles and Practice in Second Language Acquisition. Retrieved from sdkrashen.com
• Krashen, S., & Mason, B. (2020). The Optimal Input Hypothesis: Not All Comprehensible Input is of Equal Value. CATESOL Newsletter (May). Retrieved from catesol.org

Let’s collaborate to create learning spaces where distractions are minimized, input becomes intake, and every learner achieves their linguistic potential.