The comprehension-based approach emerged in the 1970s as an alternative to prioritizing performance over reception in language teaching. It focuses on providing comprehensible input to help students understand language before producing it. Key features include emphasizing listening comprehension through activities like responding nonverbally to meaningful speech, using authentic materials, and not correcting errors. The approach aims to develop enjoyment of learning and make meaning clear through many hours of listening activities from concrete to abstract, using visual materials, reading, and physical response activities. Advocates assert that understanding language first leads to more natural speaking later on.

1. COMPREHENSION-BASED
APPROACH
Starlyn L. Lacambra
Rachelle O. Abalos

2. HISTORY
• The comprehension approach to
foreign language instruction
emerged in the 1970s and
constituted an alternative to the
dominant language-teaching
paradigm of that time, which
prioritized performance over
reception.
• Valerian Postovsky was the
principal founder of the
comprehension-based.

3. Introduction
• Comprehension-Based Approach
focuses on actual language input
and lowering the affective filter that
sometimes inhibits students
acquiring language.
• The CBA Approach stresses on
helping make meaning clear and
supporting learners gain confidence
so that they are willing to produce
language.
• It emphasize understanding of
language rather than speaking.

4. • This is in contrast to the better-known
communicative approach, under which
learning is thought to emerge through
language production
• The comprehension approach is most
strongly associated with the linguists Harris
Winitz, Stephen Krashen, Tracy D. Terrell
and James J. Asher.

5. • Krashen and James J
Asher asserted that students
learn language through
comprehensible input and
that teaching should focus on
helping students comprehend
language.
• James J. Asher created a
teaching method based on
the comprehension approach
called Total Physical
Response.

6. Aims:
• to help learners develop the desire
to learn the language for the joy of
learning and not for external
motivations..
• to help make meaning clear or to
make input comprehensible.

7. Key Features:
• Listening comprehension is very
important
• Learners should begin by
listening to meaningful speech
and by responding nonverbally
• Learners should not speak until
they feel ready to do so
• Rule learning may help learners
monitor what they do
• Error correction not necessary
• Authentic materials: audio and
video tapes

8. Procedure:
Comprehension-based
language teaching uses:
1.Many hours of listening activities
in the early stage of acquisition.
• Learners respond with TPR-style
task as well as non-verbal signs of
comprehension.
2. Instructor moves systematically
from concrete to abstract activities.

9. Procedure:
3. Listening activities dominate
classroom time
- visual/prerecorded
materials
e.g picture with
accompanying cassette tapes
- reading short text
4. Problem solving activity related
to the topic of reading
5. Question-answer session
• Physical activities continue to be
part of the lesson

10. Advantage
• when the learner
eventually
understands the
meaning and the
correct
application of the
words, the
language will
sound more
effortless when
he or she speaks
it in contrast to
other forms of
language
learning, which
may result in
more stilted
efforts.
Disadvantage
• some people
who are not
very confident
might decide to
wait until they
feel that they
have totally
grasped the
concepts of the
language,
including the
correct
pronunciation,
before
attempting to
speak that
language.

11. Application and Typical Techniques on
CBA
INPUT
1. Goal of the method: 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
4. The many ways devised to create
comprehensible input, through puzzles, charts,
etc.
5. This method could easily be adapted to a
competency-based curriculum but would need to
be altered drastically to accommodate the kinds
of oral skills needed by your Trainees.

12. Filter
1. The lack of pressure to
perform.
2. Learners are willing to take
risks
3. Learner confidence is strong
4. This method consciously
attempts to cultivate tolerance
for ambiguity through activities
that encourage an intuitive
response.

13. Communicative
Competence
1. This method should create a
relaxed atmosphere, but depends on
the instructor and setting involved.
2. Communication is encouraged.
3. The lack of emphasis on speaking
4. The CBA teaches use of the
language rather than about it.
5. Language used can be authentic
or not, depending on who writes the
materials
6. Creative and varied activities are
the basis of developing
comprehension.

14. Teacher’s Role
• Primary source of
knowledge
• Create a classroom
environment
• Choose a rich mix
classroom activities
Learner’s Role:
• Participator
• responder