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As a German teacher, I have heard a lot of talk within my profession of the benefits of "Comprehensible Input" or "CI" in language education. My knowledge of the theory is limited, but I know it is becoming increasingly popular nationwide. My goal with this project is to research the effectiveness of this theory and investigate the ways in which it can enhance my classroom and ultimately benefit my students and I.

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What is Comprehensible Input?

How effective is the CI teaching method when compared to traditional methods (vocabulary memorization, direct grammar instruction, translation exercises, etc.)?

What data already exists that may support or oppose the theory of CI?

How is CI taught? What does a CI classroom look like?

How can I go about collecting data on my findings?

Perhaps by having students use journals/diaries or giving them rating scales, as suggested by Mills (2018, p. 110)

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Lack of sufficient time within the curriculum to incorporate more CI style learning events

Potential loss of quality instruction from a teacher (me) who has limited experience teaching with CI techniques

Student and parent disengagement or skepticism of the new learning style

Difficulty producing data-collection tools that are 1) reliable, 2) non-biased, and 3) effective measurements of the success/failure of Comprehensible Input language education

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Based on what I've read, comprehensible input seems to be language that is understood by listeners despite them not understanding all the words and structures in it. I suppose the idea is that giving learners this kind of input helps them acquire language naturally, rather than learning it consciously via the use of non-contextual vocabulary lists and grammar worksheets.

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Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it. It is described as one level above that of the learners if it can only just be understood. According to Krashen's theory of language acquisition, giving learners this kind of input helps them acquire language naturally, rather than learn it consciously.

Example
The teacher selects a reading text for upper-intermediate level learners that is from a lower advanced level course book. Based on what the teacher knows about the learners, the teacher believes that this will give them 'comprehensible input' to help them acquire more language.

In the classroom
Trying to understand language slightly above their level encourages learners to use natural learning strategies such as guessing words from context and inferring meaning. As the example suggests, a teacher needs to know the level of the learners very well in order to select comprehensible input, and in a large class of mixed ability, different learners will need different texts.

Further links:
https://www.teachingenglish.org.uk/article/motivating-speaking-activities-lower-levels https://www.teachingenglish.org.uk/article/teaching-mixed-ability-classes-1 https://www.teachingenglish.org.uk/article/adapting-materials-mixed-ability-classes

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Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it. It is described as one level above that of the learners if it can only just be understood.

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"Language Latte" podcast for World Language teachers

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"Language Latte" podcast for World Language teachers

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The episode below explains in further detail what Comprehensible Input is. Perhaps I can use this in my research...

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Language Latte: A Podcast for World Language Teachers

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In this episode we are getting an introduction to Comprehensible Input. It's not just having students "listen" to the target language, it's providing them with input that is specialized and conducive for language acquisition. What does the research have to say the importance of comprehensible input?

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Quotes from language acquisiton researcher Dr. Stephen Krashen on Comprehensible Input

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Quotes from language acquisiton researcher Dr. Stephen Krashen on Comprehensible Input

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"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill."

"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."

"The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production."

"In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful."

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Stephen Krashen's Theory of Second Language Acquisition

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Bibliography of texts/websites referenced in this padlet.

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Bibliography of texts/websites referenced in this padlet.