Providing Comprehensible Input for Advanced Conversation Classes in University Settings

Abstract

One of the overriding assumptions of current second language acquisition theory (as developed by Krashen et al.) concerns the great importance of the receptive skills in the acquisition process: The ability to produce language is based primarily on comprehensible input, i.e., listening comprehension and (263).1 Rivers also has emphasized the importance of developing these two skills, which constitute 60% of communicative interaction. However, until recently, these abilities were given lip service at pedagogical conferences and were practiced very little in the classroom in a systematic manner. This article will explore ways in which advanced conversation classrooms may provide the aural and written comprehensible input necessary for fostering the students' continued acquisition of the target language. Practical ideas for utilization of this input will be provided throughout the text and in the Appendix, where an Italian reading text has been adapted for advanced conversational purposes. However, since this article is meant for a panlinguistic audience, an English translation of the communicative exercises that accompany the text is also provided for colleagues who do not possess a reading knowledge of Italian.