| In SLA, the question of 'what is the most effective language learning' has been one of the most debatable issues. It is now widely acknowledged that language learning is often most successful when language and content are integrated in the classroom and when language is used as a medium for studying subject matter rather than focusing on language alone as the object of analysis. Content-based instruction (CBI) is such an approach which integrates language instruction with subject matter instruction. Content-based approach suggests that the best conditions for language learning are those when language and content are integrated in the classroom and when language is used as a medium for studying subject matter. Widdowson (1968, 1978) was one of the first to suggest that language and content teaching might be totally integrated, and that English could be acquired through the medium of some other subjects. 'This not only helps ensure the link with reality and the pupil's own experience,' Widdowson argued, 'but also provides us with more certain means of teaching language as communication, as use rather than simply as usage' (1978, p.16). One of the reasons for the increasing interest among educators in developing content-based language instruction lies in the theory that language acquisition is based on input that is meaningful and understandable to the learners (Krashen, 1981, 1982). According to Krashen, the only way we can acquire language is by receiving comprehensible input. Although he later admitted that comprehensible input alone is an insufficient condition for second language acquisition to occur, comprehensible input is still the most crucial element in SLA. According to Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching (2001, p.77), the concept of comprehensible input is 'that second language acquisition depends upon the learner's attempts to extract meaning from the language input. This must include new forms beyond their existing competence, called i+1, otherwise they will never advance. To be comprehensible, the gap between what they hear (i+1) and their existing knowledge (i) must be bridged through their own deductive powers, the teacher's gestures, or any other means to hand. Comprehensible input is believed to be the key element in the success of all language teaching methods. This controversial notion is specific to the Input Hypothesis Model, alias the Monitor Model, put forward by Steven Krashen'. Most of the studies on comprehensible input have developed from Krashen's Input Hypothesis which claimed the significant role comprehensible input plays in SLA. In 1985, Krashen gave us the concept of Input Hypothesis which claims that in order for L2 acquisition to proceed, learners need to be exposed to sufficient comprehensible target language data. The Input Hypothesis maintains that acquisition depends on comprehensible input — language which is always slightly ahead of the learners' current stage of progress but which contains messages that the learners are able to comprehend. Comprehensible input, plus a 'low affective filter', is a necessary element for language acquisition. Language acquisition occurs when the teacher gives comprehensible input by providing opportunities for hearing and using the second language in a natural, low-anxiety environment. By exploiting materials that are often beyond the learners' current English level, CBI helps to enhance the learners' language development and academic skills. In this approach, students simultaneously acquire greater proficiency in English and learn to master skills necessary for academic development. Integrating language and content instruction provides opportunities for learners to acquire a new language through the study of academic disciplines such as mathematics, physics, and economics. This approach is also an effective way for both English language learners and learners of other languages to develop their language skills and their academic skills at the same time. Content-based cou...
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