• The last rationale comes from the Krashen theory cited by Snow 2001: 304.
According to Krashen, the second language acquisition will be successfully achieved when the students receive comprehensible input, not when the learners
is memorizing vocabulary or completing grammar exercises. Thus, the input should be at least a level higher than students’ proficiency i + 1.
In its implementation, CBI has two grounded frameworks, namely approach and design. Those theories are used as the basis to design the instructional materials
and to conduct the learning activities in the classroom. Those are presented as follows.
a. Approach
In the approach of CBI, it consists of three subtopics. They are underlying principles, theory of language, and theory of learning. Those theories give the clear
explanation about CBI in general. The theories are elaborated below.
1 Underlying Principles
As Richard and Rodgers 2001 note that there are two main principles which are used as a basis in CBI. Those principles are:
• People learn a second language more successfully when they use the language as
a means of acquiring information. •
CBI better reflects learners’ needs for learning a second language.
2 Theory of Language
According to Richard and Rodgers 2001, there are three assumptions about the theory of language underlying CBI, namely:
• Language is text- and discourse-based
In CBI, language is viewed as a linguistic unit of constructed texts and discourse. Thus, the focus of teaching is how meaning and information are
communicated through the linguistic unit rather than single sentences. As a result, it promotes the study of textual and discourse structure of written texts such as
letters, reports, essays, description or book chapters or speech events such as meetings, lectures, and discussions.
• Language use draws on integrated skills
CBI views that language involves several skills. In performing the language in real world activities, the presence of any other skills is inevitable. The
students may encounter the situation in which they should link the skills such as reading and taking notes, listening and write summary or responding orally to the
things that they have written or read. Besides, grammar can also be included as a component of other skills.
• Language is purposeful
CBI views that language is used for specific purposes such as academic, social, or recreational. Thus, when the students focus on the purpose of the
language they are exposed to, they become engaged in following through and
seeing if the purpose is achieved and how their own interests relate to the purpose Richard and Rodgers, 2001: 208.
3 Theory of Learning
The concept of learning in CBI is quite different from any existing approaches in language teaching in which the language form is the primary focus of
the syllabus and of the classroom teaching. Here are the concepts of learning in CBI cited by Richard and Rodgers 2001:209:
• People learn a second language most successfully when the information they are
acquiring is perceived as interesting, useful, and leading to a desired goal. •
Some content areas are more useful as a basis for language learning than others. •
Students learn best when instruction addresses students’ needs. •
Teaching builds on the previous experience of the students.
b. Design
