Comprehensible Input
What is Comprehensible Input?
In this post, I deal with an important concept of language learning that is unknown to the casual learner and overlooked by the most popular courses, textbooks, and apps: comprehensive input.
Comprehensible Input is a term invented by the linguist Stephen Krashen to refer to language input that is slightly more advanced than the learner’s level, yet is comprehensible.
According to Krashen, in fact, you can learn a new language only when the material you’re using – your input – is comprehensible but, at the same time, harder than the language level you already have, in order for your brain to be stimulated towards learning.
This means that the level of your material needs to be pitched just right: the overall message of the language must be clear so that you can understand enough to follow the conversation, even though some words and grammatical structures might be unfamiliar.
I find this approach really fascinating, and back in the 80’s when it was developed, it really changed the way we thought of language learning.
If you’re studying something that is too easy for you, there’s nothing new for you to learn, but if you’re exposed to something that is far too hard for you to understand, you won’t learn anything new anyways.
If you are interested in linguistics as much as I am, then keep on reading to discover how you can make use of comprehensible input for the Italian language.
The Formula for Comprehensible Input
Krashen summarizes his comprehensible input hypothesis in the simple and elegant expression i+1, where i stands for input, namely the student’s current language ability level and +1 is exposure to a slightly more advanced language that leads to acquisition.
When we provide students with a i+1 input, we give them a task that is challenging yet achievable. Instead, if we provide them with a i input only, we are not challenging them enough to acquire a new language, and if we provide them with a i+2 level, we are giving them a challenge that is too difficult to achieve.
Comprehensible Input = Input + 1. (i+1)
Now compare this level to the level of the study material you’re trying to understand, and adjust it in case it is too hard or too easy!
Benefits of the Input-Based Approach
This method allows learners to engage with language through listening or reading, which can be done virtually anywhere: at home, while commuting, during exercise, or even in the car, making it highly adaptable to any lifestyle.
One significant advantage is the immersion aspect: you are consistently exposed to the language, which can lead to better retention and understanding, without the distractions that is often found in classroom environments.
This method also alleviates the fear of making mistakes, a common barrier in language learning. Since you are not required to speak immediately, you can process the language internally and build confidence at your own pace.
With these considerations in mind, comprehensible input not only gives you the right tools, but it also significantly enhances the efficiency of your study time, helping you to choose appropriate study materials and optimize your learning journey.
Stephen Krashen’s Theory of Second Language Acquisition
In the 1980s, Krashen developed five hypotheses of second language acquisition:
- The acquisition-learning hypothesis
- The monitor hypothesis
- The input hypothesis
- The affective filter hypothesis
- The natural order hypothesis.
As you can see, the (comprehensible) input hypothesis is one of these 5 main hypotheses. Let me now give you a brief overview of the other 4 hypotheses of his theory: whether you are a language learner or a language teacher, getting to know this better will impact positively your outcome.
The Acquisition–Learning Hypothesis
According to Krashen, there are two independent systems of foreign language performance: the acquired system and the learned system.
The acquired system, or “acquisition” is the product of a subconscious process very similar to the process children undergo when they acquire their first language.
Instead, the learned system, or “learning”, is the product of formal instruction and it comprises a conscious process that results in conscious knowledge ‘about’ the language, for example, knowledge of grammar rules.
In his theory of second language acquisition, Krashen makes a crucial distinction between language learning and language acquisition, and states that giving learners i+1 allows them acquire language naturally rather than learn it consciously.
Monitor Hypothesis
The monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former.
According to the monitor hypothesis, the language that learners acquire subconsciously forms the basis of their communicative ability, while the language that they learn consciously acts as a monitor or editor to this acquired language.
The monitor acts in a planning, editing, and correcting function when three specific conditions are met:
- The second language learner has sufficient time at their disposal to think about and apply the rules.
- The second language learner focuses on form and correctness and consciously thinks about accuracy
- The second language learner knows the rule, that is, the grammar and structure being monitored must have been explicitly taught and understood.
However, even if the monitor can enhance the accuracy of speech, it does not significantly increase the learner’s linguistic competence in the language. Instead, it is the subconscious acquisition process that plays the critical role, while the role of conscious learning appears to be somewhat limited.
Affective Filter Hypothesis
The affective filter hypothesis deals with the emotional variables that can impact a learner’s ability to acquire a new language, either facilitating or obstructing the language input that is necessary for acquisition.
When the affective filter is “on” (high), negative emotional states prevent learners from fully processing and acquiring language, and when it is “off” (low), learners are more receptive to language input, making acquisition more likely.
The main emotional factors that influence the height of the affective filter are:
- Motivation: Learners who are highly motivated tend to have a lower affective filter, allowing for greater openness to language input and, consequently, more effective language acquisition.
- Self-confidence: A high self-esteem can lower the affective filter, as learners feel more confident in their abilities to learn and use the language.
- Anxiety: High levels of anxiety can raise the affective filter, creating a barrier to language input. Learners who experience less anxiety are typically more successful in acquiring a new language because their filter is lower.
Natural Order Hypothesis
Finally, the natural order hypothesis is based on research findings that suggested that the acquisition of grammatical structures occurs in a predictable and systematic order.
This order is inherent and typically unfolds regardless of the learner’s native language, age, or the conditions under which they are exposed to the new language.
Here are the main elements of this hypothesis:
- Learners acquire grammatical structures in a specific, natural sequence, which is not necessarily the same as the order in which grammar is typically taught in classrooms.
- This natural order appears to be consistent across different languages, suggesting that there is a universal way in which all humans acquire second languages.
- Traditional grammar instruction may be less effective because it often introduces grammatical structures out of this natural order. Therefore, language instruction should respects this natural progression in order to potentially accelerate learning.
Stephen Krashen’s Speech
One of the first videos I have ever seen in my linguistics studies is Stephen Krashen’s speech. As I mentioned before, he is an expert in the field of linguistics, and he specialized in theories of language acquisition and development.
Much of his recent research has involved the study of non-English and bilingual language acquisition.
Since 1980, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada.
Krashen’s main work, “Principles and Practice in Second Language Acquisition,” is available online for free in PDF format.
See here his enlightening video about comprehensible input, and tell me what you think about it! I was amazed, to be honest!
Below, you will find the most important part of the speech. For a full transcript, click here.
Italian Comprehensible Input
Native Material to Learn Italian
If you ask people for advice to learn a new language, you are often told to watch movies, TV, listen to the radio, download podcasts…
Let me tell you something: this is a very good way to practice a language, but it is not the best method to learn a new one. By this I mean that you can make use of native material to train your language skills when you already have some linguistic bases of that language.
If you start learning Italian from zero – or almost – and you are exposed to native-level material, you will get overwhelmed by the speed of the conversations, the new words, the unfamiliar accents, the slang expressions…
From Beginner to Advanced
If you want to improve your Italian, you need to find material that somehow bridge the gap between “too easy” and “too hard”.
Ideally, that material should be:
- Interesting and compelling to keep you motivated to listen and understand
- Just the right length so as not to feel overwhelmed
- Based on real conversations, including the 1000 most common Italian words, to learn how people actually talk
- Inclusive of full transcripts of all the audio, the spoken words, the written words
- Inclusive of English translations to avoid spending all day with your head in the dictionary
- At your level +1
Best Material for Italian Language
As a language learner, I’ve always struggled to find the right materials, but my experience in language learning has equipped me to guide you effectively.
However, as an Italian language teacher, I realized that the ideal resources simply did not exist, and this is why the course “Ripeti con me!” was invented. This course now spans over 160 lessons, and I am continuously adding new content to enhance the learning experience.
The course employs spaced repetition, enabling you to gradually improve and solidify your language skills. This innovative resource is designed to help you learn Italian fast, so that you can reach your true language learning potential.
Also, the course includes access to a community forum where you can practice your skills in writing and speaking with fellow students, ask questions and engage in language practice, truly immersing you in the learning process.
If you’re learning Italian, you’ve just found the perfect course.
Read this review, try a free sample, and download the full course today.
Comprehensible Input: Strategies and Activities for Teachers
How to Know the Right Level of Instruction
The key to knowing the appropriate value of i to incorporate into instruction is to get to know your students and their backgrounds. This requires time, patience, and diagnostic tools.
For example, you might have a student who struggles with correct capitalization usage in Italian because their first language is Mandarin and does not use capitalization.
Or you might might have a student who struggles with proper syntax in Italian because their first language is English, which uses different syntax rules.
As a linguist and language teacher myself, I can tell you that knowing linguistics is the most important factor to teach languages!
Strategies
Here I will list my favorite strategies you can use with your students:
- Direct Instruction. You can use this strategy with beginners who do not understand the language. It consists of instructing the students on what they should do: students watch the teacher do something, and then they can model it.
- Joint Construction. This strategy can be used with students who already have some basic language knowledge. Students can already follow the instructions themselves but still need some guidance from the teacher.
- Coached Construction. You can use this strategy with intermediate students: not it is the teacher who observes the students applying strategies on their own> and offers suggestions only as needed.
- Monitoring. This is suitable for advanced students. At this stage, they require minimum guidance from the teacher and are capable of following instructions without constant supervision.
Activities
Here I will list some of my favorite activities that I use with my students and that you can try to practice comprehensible input with yours:
- Use different sources of input. Make sure that your students master the language at all levels – speaking, listening, reading, and writing. Give your students enough room to experiment with the language.
- Tell stories. Storytelling is one of the most successful comprehensible input activities because an exciting story can arouse interest in improving language skills to understand the plot better. Make sure that your stories include at least 80% of words and expressions that your students can understand.
- Visualize. One of the comprehensible input examples is to use drawings, images, doodles, or objects to illustrate the complex or abstract concepts that you are explaining.
- Specialized reading. Read with students the texts that focus only on one narrow topic and study new vocabulary that is related to this topic. The students can also choose their own topics of interest.
- Watch news or movies. Dedicate some lessons to watching news and movies and then discussing what you watched in a group. This will improve both listening comprehension and speaking skills as part of comprehensible input.
- Correction of mistakes. Give the students texts that contain grammar or spelling mistakes and encourage them to find and correct those mistakes.
- Use original material: Italian sayings, proverbs, quotes, or even Italian swear words make excellent comprehensible input because of the emotional reaction they generate.
Put the Hypotheses into Practice
Krashen’s idea focuses on the critical role of comprehensible input in language learning and suggests that understanding spoken and written language is key to improving language skills.
Interestingly, he states that real language skills come from a natural, subconscious process rather than from conscious study and memorization, and that the learner’s emotional state matters a lot.
So, if you are studying Italian: relax, do not stress, and enjoy the adventure!
The best way to learn a language is through methods that provide easy-to-understand language in a relaxed environment. Therefore, interact with friendly native speakers who are patient and helpful!
If you are an anxious person and do not feel like practicing with people yet, then I suggest practicing with an AI tutor: this will allow you to work on your language skills without the fear of making mistakes with someone you could judge you.
One final piece of advice: if someone judges you for your language mistakes, ignore them! Mistakes are the keys that you know at least another language!
Buona fortuna! (Good luck!)
