Comprehension, Comprehensibility, and Learning in the Second Language Classroom

Abstract

Two questions are fundamental to research on second language learning in instructional settings: (1) Does second language instruction have a positive influence on acquisition? and (2) If so, what factors in instruction make a difference, how, and for whom? This paper considers theory and research on second language classroom behavior that is aimed toward answering the second question, given evidence that the answer to the first one is affirmative.Theory suggests that the provision of comprehensible input, a focus on formal aspects of the target language, and the learner's opportunity to practice the target language, all may contribute to L2 development. Empirical research is reviewed to explore what modifications of teacher speech might influence comprehensibility, whether amount of exposure to target forms is related to learners' development, and which instructional behaviors might lead to productive practice with and knowledge about the target language.