1 |
Investigating Second Language Reading Components:Reading for Different Types of Meaning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 1-28 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
2 |
The Role of Metalinguistic Awareness in Multilingual Acquisition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 57-59 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
3 |
Classroom-based Language Assessment for Young Language Learners
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 55-56 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
4 |
Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
5 |
The Use of Technology In-and-outside Second Language Classrooms: How, What, and Why?
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 25-26 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
6 |
Case Study Research in Applied Linguistics
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-5 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
7 |
Effects of Output and Note-Taking on Noticing and Interlanguage Development
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 19-36 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
8 |
Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
9 |
Technological Growth and L2 Construct Definition: Will Applied Linguistics Keep Pace with Language Users?
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 48-49 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
10 |
Task Complexity and Linguistic Complexity: An Exploratory Study
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 1-28 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
11 |
Topic Familiarity and Input Enhancement: An Empirical Investigation
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-51 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
12 |
Some Unresolved Issues in an ELT New Media Age: Towards Building an Interlanguage Semantics
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 4-5 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
13 |
Input, interaction, and corrective feedback in L2 learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 49-51 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
14 |
Written Corrective Feedback: A Review of Studies since Truscott (1996)
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
15 |
Knowing Your Reader: Text-External Influences on Textual Features in Résumé Construction
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-30 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
16 |
Strategic Competence and L2 Speaking Assessment
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 13-24 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
17 |
CMC and Face-to-face Communication in L2 Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 23-24 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
18 |
Extended Implications of Technology in Second Language Teaching and Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 27-29 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
19 |
Processing Instruction and Second Language Grammar Acquisition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-33 (2015) (2015)
|
|
Abstract:
The significance of input, namely meaning-bearing linguistic instances of the target language (TL) (VanPatten, 1996), in accounting for how learners create second language (L2) grammars has long been established (Gass, 1997). Krashen (1985), in his Input Hypothesis, even argues that the sheer provision of abundant comprehensible input would be “necessary and sufficient” for second language acquisition (SLA). In light of such characteristics as “lack of success” and “the importance of instruction” in Bley-Vroman’s (1989) Fundamental Difference Hypothesis vis-à-vis adult L2 learners, however, it appears that manipulating aspects of learning conditions may facilitate L2 grammar acquisition. Some researchers (e.g., Sanz and Morgan-Short, 2005) suggest that external manipulation ofinput through textual (Jourdenais, Ota, Stauffer, Boyson, & Doughty, 1995) or prosodic (Leeman, 2003) enhancement, or even input flood (Trahey & White, 1993) might induce internal processing, considering that the target forms are made more salient and are thus more likely to be detected by the learner. Others (e.g., Chaudron, 1983; Corder, 1967; Faerch & Kasper, 1980; Krashen, 1982; Sharwood Smith, 1986; VanPatten, 1996, 2002a, 2004a, 2007), while acknowledging the difficulty of controlling and measuring L2 processing, still see value in theorizing about the learner’s internal language acquisition mechanism to make sense of the manner input processing (IP) works, i.e., what kind of L2 input gets converted to intake and the rationale behind it.
|
|
Keyword:
Applied linguistics; Education; English language; English languages; Foreign speakers; L2; Language; Language acquisition; P118-118.7; PE1-3729; Second language acquisition; Study of language; Target language; Teaching language; TL
|
|
URL: https://doi.org/10.7916/D8X3592Z https://doaj.org/article/202a0b157e40442dbe40eca604f5b263
|
|
BASE
|
|
Hide details
|
|
|
|