What guideline should an ESL teacher follow to align a listening lesson with the comprehensible input hypothesis?

The comprehensible input hypothesis, introduced by Stephen Krashen, suggests that language learners acquire language more effectively when they are exposed to input that is slightly above their current level of proficiency. This concept emphasizes the importance of providing learners with material that challenges them without overwhelming them, which fosters language development.

Choosing an aural selection that is slightly above the students' comprehension level allows learners to engage with language that pushes their boundaries. This exposure helps students to acquire new vocabulary, understand complex grammar in context, and develop their listening skills. It also promotes active learning, as students are encouraged to infer meaning and draw on their existing knowledge to understand the new content.

In contrast, using materials well below the students' comprehension level would not promote growth, as it would fail to provide the necessary challenge for advancement. Including complex grammatical structures for advanced learners without adequate scaffolding may confuse students who have not yet mastered the fundamentals. Limiting vocabulary to everyday terms only restricts exposure to the richness and variety of the language and may prevent students from learning important contextual language that they need in real-world communication.