This paper focuses on the role and effectiveness of comprehensible input (CI), which was proposed by Krashen (1985) in order to teach a foreign or second language. In today’s world, the majority of the people are learning English as a foreign or second language because English is becoming a global language, which is predominantly used for academic, business, and job purposes. In order to fulfill this language demand, native as well as non-native English speaking countries are constantly innovating techniques and strategies to enhance their English language instruction which will better help English language learners (ELLs) learn the language and thus, propel them into a global market. While focusing on the CI as one key piece in foreign and second language development, this paper will explore and explain the common techniques and strategies of creating CI as well as try to find new ways of creating CI in teaching English, especially outside the classroom.
The Role of Comprehensible Input in Teaching English as a Foreign or Second Language: Applications for Instructing Bengali English Language LearnersMaster's Thesis
|Contributor||Hana Kang, Committee Member|
|Contributor||Kathryn A. Lichon, Research Director|
|Contributor||Christopher P. Abram, Committee Member|
|Degree Level||Master's Thesis|
|Record Visibility and Access||Public|
|Departments and Units|