Program
Teaching M.A.
Year Approved
2017
First Advisor
Tahtinen-Pacheco, Sarah
Abstract
The purpose of this thesis was threefold. First, it examined what research concludes concerning the best ways to use the Comprehensive Input (CI) methodology to teach grammar, vocabulary, literacy, and culture. Second, it explored and evaluated the five benefits to teaching with CI (increases vocabulary retention, increases cultural understanding, increases motivation, personalizes learning and uses multiple modalities). Finally, this thesis assesses what research has concluded to be the drawbacks of CI (lack of substantial sample size in research, lack of resources, misconceptions associated towards CI, and inconsistent data within CI research). In alignment with research, this thesis concludes that providing multiple CI avenues to process and recall the target language drastically and positively affects second language acquisition.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Hoeg, B. K. (2017). An Analysis on the Research in Relation to the Methodology of Comprehensible Input [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/297