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The '''comprehension approach''' is an [[umbrella term]] which refers to several [[methodologies]] of [[language learning]] that emphasise understanding of [[language]] rather than [[speech|speaking]] (Winitz, [[1981]]; Gary & Gary, 1981a and 1981b). This is in contrast to the better-known [[communicative language teaching|communicative approach]], under which learning is thought to emerge through [[production]], i.e. a focus on speech and [[writing]].
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The '''comprehension approach''' is an [[umbrella term]] which refers to several [[methodologies]] of [[language learning]] that emphasise understanding of [[language]] rather than [[speech|speaking]].<ref>Winitz (1981); Gary & Gary (1981a and 1981b).</ref> This is in contrast to the better-known ''[[communicative language teaching|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]]. The comprehension-based methodology mostly commonly found in classrooms is Asher's ([[1969]]; 1981) [[Total Physical Response]] approach; Krashen and Terrell's ([[1983]]) [[Natural Approach]] has not been widely applied.
The comprehension approach is most strongly associated with the [[linguist]]s [[Harris Winitz]], [[Stephen Krashen]],<ref>See [http://www.sdkrashen.com www.sdkrashen.com] for some of Krashen's books and articles, available on-line.</ref> [[Tracy D. Terrell]] and [[James J. Asher]]. The comprehension-based methodology mostly commonly found in classrooms is Asher's ''[[Total Physical Response]]'' approach;<ref>Asher (1969; 1981). Further information is available at [http://www.tpr-world.com ''TPR-World''] (Sky Oaks Productions, Inc.).</ref> Krashen and Terrell's ''[[Natural Approach]]''<ref>Krashen & Terrell (1983).</ref> has not been widely applied.


The comprehension approach is based on [[theories]] of [[linguistics]], specifically Krashen's ([[1982]]) [[Monitor Theory]], and is also inspired by research on [[second language acquisition]] in [[children]], particularly the [[silent period]] phenomenon in which many young learners initially tend towards minimal speaking (Winitz et al., [[1995]]; cf. Gibbons, [[1985]]). In contrast, the communicative approach is largely a product of research in [[language education]].
The comprehension approach is based on [[theories]] of [[linguistics]], specifically Krashen's [[Monitor Theory]],<ref>Krashen (1982).</ref> and is also inspired by research on [[second language acquisition]] in [[children]], particularly the [[silent period]] phenomenon in which many young learners initially tend towards minimal speaking.<ref>Winitz et al. (1995); cf. Gibbons (1985), whose own interpretation of the 'silent period' is that children's silence reflects lack of linguistic knowledge or bewilderment within their new language environment.</ref> In contrast, the communicative approach is largely a product of research in [[language education]].<ref>[http://www.asian-efl-journal.com/sept_05_ac.pdf Acar (2005: 4)].</ref>


Winitz founded the [[International Linguistics Corporation]] in [[1976]] to supply comprehension-based materials known as ''[[The Learnables]]'' (e.g. Winitz, [[2003]]); several positive articles have been published testing these picturebooks with their accompanying audio recordings, mostly with Winitz as co-author (e.g. McCandless & Winitz, [[1986]]).
Winitz founded the [[International Linguistics Corporation]] in 1976 to supply comprehension-based materials known as ''[[The Learnables]]'';<ref>e.g. Winitz (2003); see also the International Linguistics Corporation's [http://www.learnables.com ''Learnables''] materials on-line.</ref> several positive articles have been published testing these picturebooks with their accompanying audio recordings, mostly with Winitz as co-author.<ref>e.g. McCandless & Winitz (1986).</ref>


 
==Footnotes==
==References==
{{reflist|2}}
 
*Asher, J.J. (1969). 'The total physical response approach to second language learning.' ''The Modern Language Journal'' 53: 3-17.
*Asher, J.J. (1981). The total physical response: theory and practice. In H. Winitz (ed.) ''Native Language and Foreign Language Acquisition''. New York: New York Academy of Sciences. pp.324-331.
*Gary, J.O. & N. Gary (1981a). Comprehension-based language instruction: practice. In H. Winitz (ed.) ''Native Language and Foreign Language Acquisition''. New York: New York Academy of Sciences. pp.343-357.
*Gary, J.O. & N. Gary (1981b). Comprehension-based language instruction: theory. In H. Winitz (ed.) ''Native Language and Foreign Language Acquisition''. New York: New York Academy of Sciences. pp.332-342.
*Gibbons, J. (1985). 'The silent period: an examination.' ''Language Learning'' 35: 255-267.
*Krashen, S.D. (1982). ''Principles and Practice in Second Language Acquisition''. Oxford: Pergamon.
*Krashen, S.D. & T.D. Terrell (1983). ''The Natural Approach''. New York: Pergamon.
*McCandless, P. & H. Winitz, H. (1986). 'Test of pronunciation following one year of comprehension instruction in college German.' ''The Modern Language Journal 70: 355-362.
*Winitz, H. (ed.) (1981). ''The Comprehension Approach to Foreign Language Instruction''. Rowley, MA: Newbury House.
*Winitz, H. (2003). ''The Learnables, Book 1''. Kansas City, MO: International Linguistics Corporation. 6th edition.
*Winitz, H., B. Gillespie & J. Starcev (1995). 'The development of English speech patterns of a 7-year-old Polish-speaking child.' ''Journal of Psycholinguistic Research'' 24: 117-143.
 
 
==Links==
 
*[http://sdkrashen.com sdkrashen.com] - some of Stephen D. Krashen's books and articles, available on-line.
*[http://www.learnables.com The Learnables] - International Linguistics Corporation.
*[http://www.tpr-world.com TPR-World] - Sky Oaks Productions, Inc. Information on Asher's 'Total Physical Response' methodology.
 
 
[[Category:Language acquisition]]
[[Category:Linguistics]]
[[Category:Learning]]
[[Category:Linguistics Workgroup]]

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The comprehension approach is an umbrella term which refers to several methodologies of language learning that emphasise understanding of language rather than speaking.[1] This is in contrast to 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,[2] Tracy D. Terrell and James J. Asher. The comprehension-based methodology mostly commonly found in classrooms is Asher's Total Physical Response approach;[3] Krashen and Terrell's Natural Approach[4] has not been widely applied.

The comprehension approach is based on theories of linguistics, specifically Krashen's Monitor Theory,[5] and is also inspired by research on second language acquisition in children, particularly the silent period phenomenon in which many young learners initially tend towards minimal speaking.[6] In contrast, the communicative approach is largely a product of research in language education.[7]

Winitz founded the International Linguistics Corporation in 1976 to supply comprehension-based materials known as The Learnables;[8] several positive articles have been published testing these picturebooks with their accompanying audio recordings, mostly with Winitz as co-author.[9]

Footnotes

  1. ↑ Winitz (1981); Gary & Gary (1981a and 1981b).
  2. ↑ See www.sdkrashen.com for some of Krashen's books and articles, available on-line.
  3. ↑ Asher (1969; 1981). Further information is available at TPR-World (Sky Oaks Productions, Inc.).
  4. ↑ Krashen & Terrell (1983).
  5. ↑ Krashen (1982).
  6. ↑ Winitz et al. (1995); cf. Gibbons (1985), whose own interpretation of the 'silent period' is that children's silence reflects lack of linguistic knowledge or bewilderment within their new language environment.
  7. ↑ Acar (2005: 4).
  8. ↑ e.g. Winitz (2003); see also the International Linguistics Corporation's Learnables materials on-line.
  9. ↑ e.g. McCandless & Winitz (1986).
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