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Ensuring Effective Second Language Learning via CALL
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 33-34 (2015) (2015)
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| 82 |
What Is Criterion and e-rater, and How Can They Be Used in a Classroom?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 41-41 (2015) (2015)
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| 83 |
Learning-Oriented Assessment: The Contextual Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 41-43 (2015) (2015)
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| 84 |
Turn-initial Yeah in Nonnative Speakers’ Speech: A Routine Token for Not-so-routine Interactional Projects
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 21-35 (2015) (2015)
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| 85 |
Understanding Language Testing
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 55-58 (2015) (2015)
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| 86 |
Conceptual Dynamics in Multilingual Competence
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 60-62 (2015) (2015)
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| 87 |
Learning-Oriented Assessment: The Proficiency Dimension
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 44-46 (2015) (2015)
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| 88 |
Paired and Group Oral Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 68-83 (2015) (2015)
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| 89 |
Extended Implications of Technology in Second Language Teaching and Learning
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 27-29 (2015) (2015)
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| 90 |
Processing Instruction and Second Language Grammar Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-33 (2015) (2015)
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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.
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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
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URL: https://doi.org/10.7916/D8X3592Z
https://doaj.org/article/202a0b157e40442dbe40eca604f5b263
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| 91 |
Focus on Multilingualism: More Dots to Connect
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 39-41 (2015) (2015)
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| 92 |
Postcolonial Theories and TESOL: Exploring Implications for Teaching in U.S. Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 85-98 (2015) (2015)
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| 93 |
Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 99-114 (2015) (2015)
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| 94 |
Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 48-50 (2015) (2015)
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| 95 |
On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 35-37 (2015) (2015)
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| 96 |
An Interview with APPLE Lecture Speaker Professor Mary McGroarty
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 52-54 (2015) (2015)
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| 97 |
Scaffolding: Defining the Metaphor
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 1-16 (2015) (2015)
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