A teacher said, “I agree that input must be comprehensible to be effective. That’s why we provide definitions of key vocabulary words for our students. For key words in each lesson, we tell them ‘this word means…’ because it makes the input more readily understandable. Expecting students to figure out the meaning of every word in a lesson on their own would be discouraging and a waste of time. If vocabulary explanations are helpful, why are grammar explanations anathema?”
First of all, by extensive comprehensible input we do not mean laden with vocabulary explanations. And because of that, we cannot assume grammar explanations are also going to be useful.
To make this clear, I’d like to share with you two samples of the opening lines to a Sherlock Holmes story. The first sample is the original text. The second sample is a simplified text that could be useful for extensive
From the original Sherlock Holmes story of The Dancing Men:
“Holmes had been seated for some hours in silence with his long, thin back curved over a chemical vessel in which he was brewing a particularly malodorous product. His head was sunk upon his breast, and he looked from my point of view like a strange, lank bird, with dull gray plumage and a black top-knot. ‘So, Watson,’ said he, suddenly, ‘you do not propose to invest in South African securities?'”
Words that may need to be explained:
6. head was sunk
7. his breast
8. point of view
That is 14 vocabulary terms in the first paragraph. Certainly a teacher can explain all of those terms but wouldn’t you say it is doubtful that after reading the whole story the student will have much or any memory of them?
The same story, the Sherlock Holmes story of The Dancing Men from the “Oxford Progressive English Readers” simplified version:
“Holmes sat quietly for a long time, studying something in a glass bottle. ‘So, Watson,’ he said suddenly, ‘you are not going to buy any land in South Africa?'”
Now I think you and I would prefer the first version. But for our students the first example would require a forbidding amount of vocabulary explanation and much or all of it will be forgotten. The second example is much more accessible to students and presenting clear examples of basic grammar and vocabulary. For example, “studying something in a glass bottle” might be interesting to a student to see that “study” is not something you only do with a book.
This is what we mean by extensive input that is at or near the students level and is interesting.
(Image taken from the Sherlock Holmes story, “The Dancing Men”.)