According to the Input Hypothesis, how do students acquire language?

The Input Hypothesis, proposed by Stephen Krashen, emphasizes the importance of comprehensible input in the language acquisition process. The idea is that learners acquire language when they are exposed to language input that is slightly beyond their current level of proficiency, often referred to as "i+1." This concept suggests that language acquisition happens most effectively when students receive language that they can understand, but that also challenges them enough to learn new structures and vocabulary.

When students are exposed to input that is just above their current proficiency level, they are able to make connections and inferences that help them gradually acquire the language. This process allows learners to naturally develop their language skills by understanding and using language in context, rather than solely through memorization or formal instruction.

In contrast, the options that involve rote memorization, understanding input below their current proficiency, or focusing on formal grammar instruction do not align with the principles of the Input Hypothesis. These approaches may not provide the necessary challenge or context for students to effectively acquire a new language, highlighting why comprehensible input that is just above the learner's level is central to the process of language acquisition according to this hypothesis.