The Role of Mini Texts in Providing Quality Input to EFL Learners under Communicative Language Teaching

Abstract

Input hypothesis is one of the most influential theories of second language development. Krashen holds that comprehensible input, in the form of "i+1" is the basis for language acquisition. This research article aims to examine the role of input, particularly, in EFL setting. Objectives: The main objective is to examine some aspects of the popular terms: 'silent period', 'input', Krashen's 'i + 1' concept, and to discuss the role of "mini texts" as a means of providing quality comprehensible input, especially, to EFL learners in the context of successful English language learning in the classroom. Methodology: A mixed method research design was adopted to assess the quality of input that the students get from three sources: teacher talk, reading material, and interaction. Result: The data revealed the fact that the quality of input is poor as the output of the respondents are not satisfactory at all. None of the respondents' performance showed that they had exposure to good quality input at school or in a college. The teacher respondents were all enthusiastic about the concept of mini texts in the context of providing desirable input to students. Conclusion: Communicative competence is the goal of English language teaching, and to achieve this goal "quality input" must be provided to learners and at the same time adequate opportunities for meaningful interaction are equally necessary. Mini texts can be used as a source of "quality input" and the contextualized exercises after the presentation of mini texts can be used as opportunities to students for meaningful interaction. The hypothesis of 'mini texts" and the outcome of the accompanying exercises need to be tested fully in future experimental research.