Question

What is 'Comprehensible Input (CI)' as defined by Krashen?

• A. Language input that is too easy and offers no challenge for learning.
• B. Language input that is too difficult to understand, even with context.
• C. Language that is slightly challenging but still makes sense with the aid of context.
• D. Language exclusively delivered through formal classroom lectures.

Answer 1

Answer:

C. Language that is slightly challenging but still makes sense with the aid of context.

Understanding Comprehensible Input (CI) by Stephen Krashen

• Stephen Krashen's Monitor Model

  • Comprehensible Input (CI) is a core component of Stephen Krashen's highly influential Monitor Model of Second Language Acquisition (SLA), proposed in the late 1970s and early 1980s.
  • Krashen distinguishes between acquisition (a subconscious process similar to first language learning) and learning (a conscious process of knowing about the language). He asserts that acquisition is the primary way we gain fluency.

• The 'i+1' Hypothesis (Input Hypothesis)

  • Comprehensible Input is formally defined within Krashen's Input Hypothesis, which posits that language acquisition occurs when learners are exposed to input that is comprehensible and slightly beyond their current level of competence.
  • This 'slightly beyond' concept is often referred to as 'i+1', where 'i' represents the learner's current level of competence, and '+1' signifies the new information or structures just beyond that level.
  • For input to be 'i+1', it must be understood by the learner, even if not every single word is known. Context, background knowledge, and non-linguistic cues (like gestures, visuals, or tone) help make the 'i+1' input comprehensible.
  • The crucial idea is that input should be challenging enough to facilitate growth but not so difficult as to be overwhelming or incomprehensible.

• Role of Comprehensible Input in Acquisition

  • Krashen argues that CI is the sole necessary and sufficient condition for language acquisition. Without it, acquisition cannot happen.
  • It emphasizes the importance of understanding the message rather than focusing on the linguistic form itself.
  • Activities like storytelling, reading engaging materials (graded readers), listening to simplified talks, and using visuals are often employed to provide CI.

• Other Key Hypotheses in Krashen's Monitor Model (for competitive exams)

  • Acquisition-Learning Hypothesis: Acquisition is subconscious, learning is conscious. Acquisition is superior for fluency.
  • Monitor Hypothesis: The 'learned' system acts as a 'monitor' to edit or correct output generated by the 'acquired' system. It can only be used when there is sufficient time, focus on form, and knowledge of the rule.
  • Natural Order Hypothesis: Language features are acquired in a predictable sequence, largely independent of the order they are taught.
  • Affective Filter Hypothesis: Emotional variables (e.g., anxiety, motivation, self-confidence) can create an 'affective filter' that blocks comprehensible input from reaching the language acquisition device. A low affective filter is conducive to acquisition.

• Implications and Common Criticisms

  • Krashen's theories have significantly influenced communicative language teaching (CLT) and task-based language teaching (TBLT) methodologies.
  • A common criticism is that the model does not adequately account for the role of output (speaking and writing) or interaction in language acquisition, focusing primarily on input. However, Krashen maintains that output is a result, not a cause, of acquisition.
  • Understanding CI is vital for designing effective language learning environments where learners are exposed to meaningful and accessible language.