Heidi M. Ladignon-Comprehension-based Approach

COMPREHENSION-BASED
APPROACH
(ALB 211-CURRENT ISSUES AND DEVELOPMENT IN LANGUAGE
EDUCATION)
BACKGROUND
• Valerian Potovsky was the principal founder of the comprehension-

based (sometimes called merely comprehension) approach to language
instruction, and his colleagues and others continued to develop the
method after his death in the 1970s.
• Proponents of this approach explicitly reject the notion of language as
set of behaviors. They believe that language learning should be based on
mental processes rather than behavior.
• The vast majority of language-learning efforts should focus on
developing comprehension of language input – using, first and foremost,
listening followed by reading skills. Writing comes third, with speaking
assigned the smallest importance.
COMPREHENSION-BASED
APPROACH
The comprehension-based approach is an umbrella which refers

to several methodologies of language learning that emphasize
understanding of language rather than speaking. This contrasts
with the better-known communicative approach, under which
learning is thought to emerge through language production, i.e. a
focus on speech and writing. The comprehension approach is
most strongly associated with the linguists Harris Winitz, Stephen
Krashen, Tracy D. Terrell and James J. Asher.
COMPREHENSION-BASED
APPROACH
a. comprehension should be taught by teaching learners to
understand meaning in target language
b. the learners’ level of comprehension should always exceed
their ability to produce language
c. productive language skills will emerge more naturally when
learners have well developed comprehension skills
d. such an approach reflects how children learn their first
language.
COMPREHENSION-BASED
APPROACH
• Listening comprehension is very important and is viewed as the
basic skill that will allow speaking, reading, and writing to develop
spontaneously over time, given the right conditions.
• Learners should begin by listening to meaningful speech and by

responding non-verbally in meaningful ways before they produce
any language themselves.
• Learners should not speak until they feel ready to do so; this results
in better pronunciation than if the learner is forced to speak
immediately.
COMPREHENSION-BASED
APPROACH
• Learners progress by being exposed to meaningful
input that is just one step beyond their level of
competence.
• Rule learning may help learners monitor what they

do, but it will not aid their acquisition or spontaneous
use of the target language.
COMPREHENSION-BASED
APPROACH
• Error correction is seen as unnecessary and perhaps even
counterproductive; the important thing is that the learners
can understand and can make themselves understood.
• If the teacher is not a native (or near-native) speaker,

appropriate materials such as audiotapes and videotapes
must be available to provide the appropriate input for the
learners.
• It is quite difficult to see how this approach could extend
beyond beginner level.
• The relevance of some language used in TPR activities to

real-world learner needs is questionable.
• Moving from listening and responding stage to oral

production might be workable in a small group of learners
but it would appear to be problematic when applied to a class
of 30 students, for example.
DISADVANTAGES
EVALUATION
INPUT
1. The entire goal of the method is comprehension.
2. Lessons may be practical, depending on instructor’s lesson
plan.
3. The comprehension approach does not specify what content is
to be used but the order and method of its presentation.
EVALUATION
FILTER
1. The lack of pressure to perform and varied activities create a relaxed
classroom atmosphere and willingness by most learners to take part.
2. Learners are willing to take risks because they are not punished or
embarrassed by trying, nor are they rushed into anything.
3. Learner confidence is string because each person acquires at his own
pace, with confidence accruing from hours of listening comprehension to
back up production.
4. This method consciously tolerance for ambiguity through activities that
encourage an intuitive response (involving the right side of the brain),
then gradually hone in on details (involving the left brain).
EVALUATION
COMMUNICATIVE COMPETENCE
1. This method should create a relaxed atmosphere but depends
somewhat on the instructor and setting involved.
2. Communication is encouraged but not necessarily oral
production.
3. Creative and varied activities are the basis of developing
comprehension.
• When the learner eventually understands the meaning and
correct application of the words, the language will sound
more effective when he or she speaks it in contrast to other
forms of language learning, which may result in more stilted
efforts.
• The comprehension approach requires a deliberate effort to

understand the language first, it often leads to situations
where the language learner might understand the general gist
of the language but lack the ability to speak it.
ADVANTAGES
• It is highly unlikely that even the most skilled and inventive
teacher could sustain a lesson stage involving commands and
physical responses for more than a few minutes before the
activity became repetitious for the learners, although the use
of situational role-play could provide a range of contexts for
practicing a wider range of lexis.
• It is fairly difficult to give instructions without using

imperatives, so the language input is basically restricted to
this single form.
DISADVANTAGES
THANK YOU FOR
LISTENING!

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COMPREHENSION-BASED

• Valerian Potovsky was the principal founder of the comprehension-

The comprehension-based approach is an umbrella which refers

• Learners should begin by listening to meaningful speech and by

• Rule learning may help learners monitor what they

• If the teacher is not a native (or near-native) speaker,

• The relevance of some language used in TPR activities to

• Moving from listening and responding stage to oral

• The comprehension approach requires a deliberate effort to

• It is fairly difficult to give instructions without using

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