This chapter initiates the discussion on what we can infer from the content covered in Part 1 (what CI is) and Part 2 (its role in L2A) to inform L2 teaching and assessment. More specifically, it underscores different forms, units and modalities of input that teachers can utilize to facilitate L2 learning and assessment in their classrooms. The chapter first describes possible comprehension challenges that different forms of meaning-focused input may pose for learners with different proficiency levels. Secondly, what relevant and coherent input (optimality) may entail in terms of L2 learners' interests, goal-orientations, backgrounds and proficiency levels are explicated. Next the particularities of aural and visual modalities of input and how they relate to different instructional factors and individual differences are discussed. After briefly explaining the intersection of comprehension and input modification, the chapter concludes with a summary of issues of comprehensibility of authentic input and its contributions to developing an L2 self-system.

Meaning-Focused Input

To ensure that teachers appropriately facilitate the comprehension of new input for L2 learners, a comprehensive and methodical approach to the constitutive components of input-related factors is warranted. In terms of pedagogy, the L2 teaching industry has come a long way. The transition has moved quite a distance from grammar translation to audio-lingualism and communicative language teaching all the way to content and task-based approaches (Richards & Rodgers, 2010). Current industry is presumably functioning by the latest principles and resources accrued as a result of decades of theory and research in related fields such as educational psychology, linguistic, SLA, methods of language teaching, curriculum and instruction and cultural studies (Kumaravadivelu, 2008). Notwithstanding some controversies regarding certain aspects of L2 pedagogy and methodological choices (a specific method versus beyond methods) (see Kumaravadivelu, 2001) and discrepancies in the use of such cumulative wisdom in different parts of the world (Kachru et al., 2009; Richards, 2007), new trends in the field champion meaning-focused instruction in L2 classrooms.