This book explores second language (L2) learning, teaching and assessment from a comprehensible input (CI) perspective. This focus on the role of input is important for deepening our understanding of interactions between the learner, teacher and the environment as well as of the nature of the learning, teaching and assessment processes. The book takes a blended approach that promotes the intertwining of theory, research and practice in L2 pedagogy and assessment and aims to address the commonly used concept of CI and its role in L2 education. Content includes a comprehensive discussion of the conceptual foundation of CI; a multimodal and dynamic interpretation of CI from numerous perspectives; a critical discussion of well-known L2 acquisition theories and research; a practical examination of the role of multimodal forms of CI in L2 pedagogy; an analytical review of factors to be considered when modifying CI for pedagogical purposes in different settings and an overview of CI in L2 assessment. It will be of interest to students in the fields of L2 learning, teaching and assessment, teachers in second/foreign language settings and researchers of SLA and teacher education.
Nihat Polat is an Associate Professor and Associate Dean for Graduate Studies and Research in the School of Education, Duquesne University, USA. He teaches courses on L2 learning and teaching, and curriculum and assessment. He researches in the areas of L2 learning and teaching and L2 teacher education. He has published in numerous peer-reviewed journals and is the Chair of TESOL Applied Linguistics Interest Section (2015-2016).
Introduction Acknowledgements PART I: Encountering Comprehensible Input: Conceptual Foundation Chapter 1. Comprehensible Input Defined Chapter 2. Theoretical Foundation of Input and Comprehensibility Chapter 3. Linguistic Perspectives on Input PART II: Comprehensible Input: Second Language Acquisition Chapter 4. Input in Cognitive Processing-Oriented Theories Chapter 5. Input in Learner and Interaction-Oriented Theories Chapter 6. Input in Socially-Oriented Theories Chapter 7. Input in Alternative SLA Theories PART III: Comprehensibility-Related Factors in L2 Teaching and Assessment Chapter 8. Input Related Factors Chapter 9. Learner Related Factors Chapter 10. Culture and Context Related Factors Chapter 11. Interaction and Discourse Related Factors Chapter 12. Modifications in Assessment-Related Factors Chapter 13. Conclusions