Comprehensible Input-Based Methods vs. Traditional Methods

Below is a list of studies comparing comprehension-based methods with traditional methods that demand the conscious learning of grammar. The list includes studies contrasting comprehension-based methods with traditional methods for beginning foreign language teaching and intermediate foreign and second language teaching, as well as studies showing the superiority of self-selected reading over traditional instruction for intermediate second and foreign language students.

All studies included comparison groups and subjects were high school age or older.  In addition, there are a multitude of studies that confirm these results using multivariate techniques and case histories (Krashen, 2004).

References

Krashen, S. 2004. Explorations in Language Acquisition and Use. Portsmouth: Heinemann.

 

BEGINNING FOREIGN LANGUAGE: COMPREHENSION BASED METHODS

Asher, J. 1965. The strategy of the total physical response: an application to learning Russian. International Review of Applied Linguistics 3: 291-300.

Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal 53: 3-17.

Asher, J. 1972. Children's first language as a model for second language learning. Modern Language Journal 56: 133-139.

Asher, J., Kusudo, J. and De La Torre, R. 1974, Learning a second language through commands: the second field test. Modern Language Journal 58: 24-32.

Dziedzic, J. 2012. A comparison of TPRS and traditional instruction, both with SSR. International Journal of Foreign Language Teaching 7(2): 4-6.

Hammond, R. 1989. Accuracy versus communicative competency: The acquisition of grammar in the second language classroom. Hispania 71: 408-417

Isik, A. 2000. The role of input in second language acquisition: more comprehensible input supported by grammar instrution or more grammar instruction? ITL: Review of Applied Linguistics 129-130: 225-74.

Kunihara A, S. and Asher, J. 1965. The strategy of the total physical response: an application to learning Japanese. International Review of Applied Linguistics 4: 277-289.

Nicola, N. 1989. Experimenting with the new methods in Arabic. Dialog on Language Instruction. 6: 61-71.

Swaffer, J. and Woodruff, M. 1978. Language for comprehension: Focus on reading. Modern Language Journal 6:27-32.

Varguez, K. 2009. Traditional and TPR Storytelling instruction in the Beginning High School Spanish Classroom. International Journal of Foreign Language Teaching 5 (1): 2-11.

Watson, B. 2009. A comparison of TPRS and traditional foreign language instruction at the high school level. International Journal of Foreign Language Teaching 5 (1): 21-24.

Winitz, H. 1996. Grammaticality judgments as a function explitict and implicit instruction in Spanish. Modern Language Journal 80 (1): 32-46.

Wolfe, D. and Jones, G. 1982. Integrating total physical response strategy in a level 1 Spanish class. Foreign Language Annals 14: 273-80.

INTERMEDIATE  FOREIGN LANGUAGE: SHELTERED

Burger, S. 1989. Content-based ESL in a sheletered psychology course: Input, output, and outcomes. TESL Canada Journal 6:45-59.

Edwards, H., Wesche, M., Krashen, S., Clement, R., and Kruidenier, B. 1984. Second language acquisition through a subject-matter learning: A study of sheltered psychology classes at the University of Ottawa. Canadian Modern Language Review 41: 268-282.

Hauptman, P., Wesche, M., and Ready, D. 1988. Second language acquisition through subject-matter teaching: a follow-up study at the University of Ottawa. Language Learning 38: 433-71.

Lafayette, R. and Buscaglia, M. 1985. Students learn language via a civilization course – a comarison of second language acquisition environments. Studies in Second Language Acquisition 7: 323-42.

Sternfeld, S. 1993. Immersion in first-year language instruction for adults. In J. Oller (Ed.) Methods That Work. Boston: Heinle and Heinle.

INTERMEDIATE FOREIGN LANGUAGE: SUSTAINED SILENT READING

Bell, T. 2001. Extensive reading: Speed and comperhension. The Reading Matrix, 1 (1)

Hitosugi, C. I., and Day, R. 2004. Extensive reading in Japanese.  Reading in a Foreign Language 16 (1).  http://nflrc.hawaii.edu/rfl/April2004/abstracts.html#hitosugi

Hafiz, F., and I. Tudor. 1990. Graded readers as an input medium in L2 learning. System 18(1): 31-42.

Lao, C.Y. and Krashen, S. 2000. The impact of popular literature study on literacy development in EFL: More evidence for the power of reading. System 28: 261-270.

Lee, S.Y. 2007. Revelations from three consecutive studies on extensive reading. RELC Journal 38 (2), 150-170.

Lee, S. Y. and Hsu, Y. Y. 2009.  A three-year longitudinal study of in-class sustained silent reading with Taiwanese vocational college students. Indonesian Journal of English Language Teaching, 5(1): 15-29.

Lituanas, P. M., Jacobs, G. M., and Renandya, W. A. 1999. A study of extensive reading with remedial reading students. In Y. M. Cheah & S. M. Ng (Eds.) Language instructional issues in Asian classrooms (pp. 89-104). Newark, DE: International Development in Asia Committee, International Reading Association.

Liu, C.K. 2007. A reading program that keeps winning. Selected Papers from the Sixteenth International Symposium on English Teaching, English Teachers’ Association – Republic of China. Taipei: Crane Publishing Company.

Mason, B. 2006. Free voluntary reading and autonomy in second language acquisition: Improving TOEFL scores from reading alone. International Journal of Foreign Language Teaching 2(1), 2-5.

Mason, B. and Krashen, S. 1997. Extensive reading in English as a foreign language. System 25: 91-102.

Robb, T. N. & Susser, B. 1989. Extensive reading vs skills building in an EFL Context. Reading in a Foreign Language, 5, 2, 239-51.

Rodrigo, V., Krashen, S., and Gribbons, B. 2004. The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System 32(1): 53-60.

Sheu, S. P-H. 2004. Extensive reading with EFL learners at beginning level. TESL Reporter, 36(2), 8-26.

Sims, J. 1996. A new perspective: Extensive reading for pleasure. The Proceedings of the Fifth International Symposium on English Teaching, pp. 137-144. Taipei: Crane Publishing Company.

Smith, K. 2006. A comparison of “pure” extensive reading with intensive reading and Extensive Reading with Supplementary Activities. International Journal of Foreign Language Teaching (IJFLT), 2(2): 12-15.

Smith, K. 2007. The effect of adding SSR to regular instruction. Selected Papers from the Sixteenth International Symposium on English Teaching, English Teachers’ Association – Republic of China. Taipei: Crane Publishing Company.

Smith, K. 2011. Integrating one hour of in-school weekly SSR: Effects on proficiency and spelling. International Journal of Foreign Language Teaching, 7(1): 1-7.

Tudor, I., and Hafiz, F. 1989. Extensive reading as a means of input to L2 learning. Journal of Research in Reading 12(2): 164-178.

Tsang, W-K., 1996. Comparing the effects of reading and writing on writing performance. Applied Linguistics 17(2): 210-233.

Yuan, Y. P., and Nash, T. 1992. Reading subskills and quantity reading. Selected papers from The Eighth Conference on English Teaching and Learning in the Republic of China, pp. 291-304. Taipei: Crane.