Comprehensible Input (CI) is a concept from language acquisition research developed by the linguist Stephen Krashen. It describes a method of language learning where learners acquire a language through understandable and context-based content, without explicitly memorizing grammar rules or vocabulary. The focus is on presenting the language in a way that is comprehensible to learners, even if they do not yet know all the words or structures.

 

The Core Principles of Comprehensible Input

Comprehensibility: The input (e.g., spoken or written language) must be easily understandable but still slightly above the learners’ current language level (referred to as "i+1"). This means the content introduces something new but can be easily decoded through context, gestures, images, or other aids.

 

Naturalness: Language is used in an authentic context, similar to how a first language is acquired. Learners absorb the language through meaningful interactions and stories.

 

Stress-Free Environment: The method minimizes the pressure and stress often associated with traditional language instruction. Grammar is not explicitly taught but is learned implicitly as learners listen, read, or participate.

 

Repetition and Relevance: Input is often repeated but always in a new context so that learners intuitively internalize the language. Content is designed to be interesting and relevant to the learners.

 

Why Does CI Work?

CI is based on the idea that people learn languages best when they can understand and use them in a natural context. Instead of consciously "learning" the language through drills and translations, learners acquire it by listening to it and applying it in their daily lives.

 

Examples of CI Methods:

Teaching with CI is more than just a collection of different techniques; it is a mindset—a new perspective on how language acquisition works efficiently and how foreign languages can be taught. That said, there are many approaches that fall under the umbrella of CI methods, including:

 

TPRS (Teaching Proficiency through Reading and Storytelling): Using storytelling to teach language.

TPR (Total Physical Response): Associating physical actions with language input.

Story Listening: Listening to compelling and understandable stories.

One Word Images: Creating stories around a single word or image.

Reader's Theater: Acting out stories in the target language.

Movie Talk: Using short films or videos as a basis for language input.

Picture Talk: Discussing pictures to introduce vocabulary and structures.

Card Talk: Using personal cards with drawings or text to generate discussion.

Circling: Repeating information in varied question forms to deepen understanding.

 

...and many more! If you’d like to learn more about these terms and how to implement them in your lessons, feel free to join our conference in Frankfurt.