Comprehensible Input Quotes

Older acquirers progress more quickly in early stages because they obtain more comprehensible input, while younger acquirers do better in the long run because of their lower affective filters.

Classroom research has confirmed that students can make a great deal of progress through exposure to comprehensible input without direct instruction. Studies have also shown, however, that students may reach a point from which they fail to make further progress on some features of the second language unless they also have access to guided instruction.

In my work in language acquisition, I have concluded that we acquire language in only one way: by understanding messages, or obtaining "comprehensible input" in a low-anxiety situation.

What immersion has taught us is that comprehensible subject-matter teaching is language teaching — the subject matter class is a language class if it is made comprehensible. In fact, the subject-matter class may even be better than the language class for language acquisition.

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).

conscious learning remains the method and goal of skill-building models. To the extent that students acquire any language at all in such classes, Krashen argues, comprehensible input—provided haphazardly rather than purposefully—is responsible.

Just listen … and read’ is based on the hypothesis that language acquisition takes place when learners are exposed to comprehensible input through listening and/or reading. As noted in Chapter 4, the individual whose name is most closely associated with this proposal is Stephen Krashen (1985, 1989). This is a controversial proposal because it suggests that second language learners do not need to produce language in order to learn it, except perhaps to get other people to provide input by speaking to them. According to this view, it is enough to hear (or read) and understand the target language.

Richard Schmidt (1990, 2001) proposed the noticing hypothesis, suggesting that nothing is learned unless it has been ‘noticed’. Noticing does not itself result in acquisition, but it is the essential starting point. From this perspective, comprehensible input does not lead to growth in language knowledge unless the learner becomes aware of a particular language feature.

Research on comprehension-based approaches to second language acquisition shows that learners can make considerable progress if they have sustained exposure to language they understand. The evidence also suggests, however, that comprehension-based activities may best be seen as an excellent way to begin learning and as a supplement to other kinds of learning for more advanced learners. Comprehension of meaningful language is the foundation of language acquisition. Active listening and reading for meaning are valuable components of classroom teachers’ pedagogical practices. Nevertheless, considerable research and experience challenge the hypothesis that comprehensible input is enough. VanPatten’s research showed that forcing students to rely on specific linguistic features in order to interpret meaning increased the chances that they would be able to use these features in their own second language production. Another response to comprehension-based approaches is Merrill Swain’s (1985) comprehensible output hypothesis. She argues that it is when students have to produce language that they begin to see the limitations of their interlanguage (see Chapter 4). However, as we will see in the discussion of the ‘Let’s talk’ proposal, if learners are in situations where their teachers and classmates understand them without difficulty, they may need additional help in overcoming those limitations.

This emphasis on grammar is surprising in current pedagogy that focuses on comprehensible input and communicative activities because people can generally communicate their meaning with less than perfect grammar whereas incorrect use of vocabulary can substantially impede communication.

the Comprehension Hypothesis,12 elaborated by Stephen Krashen in the early 1980s. It holds that one factor above all is responsible for second language acquisition: comprehensible input in that language.

Another factor in the success of French immersion, Krashen postulated, was the exclusion of native-French-speaking students. The linguistic composition of the classroom, restricted to second language learners, made teachers constantly aware of the need to shelter their French to make it understandable at or near the level of the class. This also created a relaxed learning environment, reducing students’ stress levels. They all made errors in French and, without the presence of native speakers of French, errors were less cause for embarrassment. The result was to lower what Krashen has termed the affective filter, a psychological barrier that can keep comprehensible input

sheltered classes are for intermediate [language learners], not beginners.” The reason should be obvious: “It is extremely difficult to teach subject matter to those who have acquired none or little of the language. Beginners should be in regular ESL, where they are assured of comprehensible input.”63 Unrealistic language demands create, in effect, a sink-or-swim situation, in which academic learning is minimal.

Third, the Comprehension Hypothesis, on which Krashen’s concept of sheltering is based, holds that input is what matters in second language acquisition—not output. As noted above, forcing students to “produce” a second language can be counterproductive. Output per se does not contribute directly to language acquisition, and forcing speech before students have acquired enough language to express their meaning tends to create anxiety and embarrassment, thereby raising the “affective filter” that keeps input from getting through.

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Language acquisition comes from input, not output; from comprehension, not production.

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