This document discusses different types of language input that can contribute to second language acquisition (SLA). It examines pre-modified input, interactionally modified input, and modified output as three potential sources of comprehensible input according to some researchers. Pre-modified input involves modifying language before learners see or hear it. Interactionally modified input refers to modifications made during interaction with native or proficient non-native speakers. Modified output occurs when learners modify their language in response to input through interaction. The document also discusses other potential types of input like incomprehensible input and comprehensible output that may enhance SLA. It concludes that while language input is important for SLA, different types of input beyond just comprehensible input can support
Input processing (IP) is concerned with these situations, the reason being that acquisition is, to a certain degree, a by-product of comprehension (see, e.g., Truscott & Sharwood Smith, 2004)
Input processing (IP) is concerned with these situations, the reason being that acquisition is, to a certain degree, a by-product of comprehension (see, e.g., Truscott & Sharwood Smith, 2004)
Presentación2.ppt input and interactionJoel Acosta
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
Grammar is the basic of a language. Without learning grammar language learning is incomplete. Now a day, communicative English has diminished the importance of teaching grammar. As a result, proper English learning is being hampered in many levels. Learners are using English without learning it. Communicative English has strengthened the speaking skills of the learners. But without proper use of Grammar non-native learners are not being able to write in English as much as they speak. Of course, linguistic competence and communicative competence is not the same thing but without one the other is vague. The misconception about the implementation of the modern method Communicative Language Teaching (CLT) is that it does not incorporate Grammar. From this misconception Grammar is being ignored and it has become important to bring about a change in the selection and grading procedures of communicative grammar teaching materials. This paper deals with the importance of explicit and implicit grammar, suggestion about the implementation of strong and weak version of CLT, needs analysis, selection and grading procedures to choose appropriate materials for teaching communicative English grammar in different levels of CLT classroom in Bangladesh.
Presentación2.ppt input and interactionJoel Acosta
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)Satya Permadi
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
Grammar is the basic of a language. Without learning grammar language learning is incomplete. Now a day, communicative English has diminished the importance of teaching grammar. As a result, proper English learning is being hampered in many levels. Learners are using English without learning it. Communicative English has strengthened the speaking skills of the learners. But without proper use of Grammar non-native learners are not being able to write in English as much as they speak. Of course, linguistic competence and communicative competence is not the same thing but without one the other is vague. The misconception about the implementation of the modern method Communicative Language Teaching (CLT) is that it does not incorporate Grammar. From this misconception Grammar is being ignored and it has become important to bring about a change in the selection and grading procedures of communicative grammar teaching materials. This paper deals with the importance of explicit and implicit grammar, suggestion about the implementation of strong and weak version of CLT, needs analysis, selection and grading procedures to choose appropriate materials for teaching communicative English grammar in different levels of CLT classroom in Bangladesh.
EXPLORING THE POTENTIALS OF INTRALINGUAL SUBTITLING IN SECOND LANGUAGE LEARNI...ijejournal
In the last two decades, Audiovisual Translation (AVT) studies have become of interest for Second Language Acquisition (SLA) researchers, particularly regarding the use of subtitles in language learning activities. This paper will present an experiment aimed at investigating the role of subtitled 'input enhancement' in SLA. The study involved a group of Italian native students of English as a Foreign Language (EFL) from Milan University. They were exposed to a video with three different subtitling techniques (interlingual subtitles, intralingual subtitles, and enhanced intralingual subtitles), and they were asked to perform a proficiency test immediately after the exposure to the video. The study showed that visual enhancements in the subtitled input improve learners’ noticing process of language features, thus facilitating short-term vocabulary acquisition. The results proved that future SLA and AVT cross-studies should focus on input enhancement in the subtitles to improve learners’ noticing process of language features in the inputSecond Language Acquisition, Audiovisual Translation, Subtitles, Language Teaching, Vocabulary
Acquisition, Short-term Memory
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
Innovation Of Arranged Input In Foreign Language Acquisition At Indonesian Pe...SubmissionResearchpa
Language acquisition in Pesantren is handicapped by the system and environmental rule, providing arranged input to help students acquire targeted language. Various ways are used in providing these arranged inputs. This research explores a brief literatures review on the definition, significance and characteristic of input in language acquisition and deploys it to drive innovations in designing arranged input in Indonesian Pesantren. Some existing innovations are also mentioned, analyzed and commented to lead into better practical advantages. by Muhammad Zuhri Fakhrudin and Vidya Mandarani 2018. Innovation Of Arranged Input In Foreign Language Acquisition At Indonesian Pesantren. International Journal on Integrated Education. 1, 1 (Dec. 2018), 22-29. DOI:https://doi.org/10.31149/ijie.v1i1.293. https://journals.researchparks.org/index.php/IJIE/article/view/293/286 https://journals.researchparks.org/index.php/IJIE/article/view/293
In the recent years, many new fields in second language acquisition have emerged. instructed second language acquisition (ISLA) is also among them. ISLA due to Loewen (2015T is an academic subfield that is about learning a language other than the first one. cognitive-inter actionist methods offered efficient features of L2 instruction. This chapter discusses about Loewen definition of ISLA and emphasizes the roles of both native speaker-learner and learner-learner interaction.
A NEW METHOD OF TEACHING FIGURATIVE EXPRESSIONS TOIRANIAN LANGUAGE LEARNERScscpconf
In teaching languages, if we only consider direct relationship between form and meaning in language and leave psycholinguistic aside, this approach is not a successful practice and language learners won't be able to make a successful relation in the real contexts. The present study intends to answer this question: is the teaching method in which salient meaning is taught more successful than the method in which literal or figurative meaning is taught or not? To answer the research question, 30 students were selected. Every ten people are formed as a group and three such groups were formed. Twenty figurative expressions were taught to every group. Group one was taught the figurative meaning of every expression. Group two was taught the literal meaning and group three was taught the salient meaning. Then three groups were tested. After analyzing data, we concluded that there was a significant difference in mean grades between classes and the class trained under graded salience hypothesis was more successful. This shows that traditional teaching methods must be revised.
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
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The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
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GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
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The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
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Removing Uninteresting Bytes in Software FuzzingAftab Hussain
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In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
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In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
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Language input and second language acquisition
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
Language Input and Second Language Acquisition
Taher Bahrani* , Rahmatollah Soltani
Department of English, Mahshahr Branch, Islamic Azad University, Mahshahr, Iran
* E-mail of the corresponding author: taherbahrani@yahoo.com
Abstract
The role and the importance of language input in second language acquisition are not questioned. In fact, a
pool of researchers in realm second language acquisition agrees on the fact that some sort of language input
is necessary for second language acquisition to take place. In other word, second language acquisition
cannot take place without considering having exposure to some type of language data. In this relation, pre-
modified input, interactionally modified input, and modified output are the three types of language input
which have the potential to provide the necessary comprehensible language input for language
acquisition/learning. Accordingly, the present paper aims at further investigating the most effective type of
language input by considering the amount of contribution that each type of language input has on second
language acquisition.
Key words: Language input, Second language acquisition, Role of input
1. Introduction
The role of language input in language learning has been of foremost importance in much SLA research
and theory. In fact, the review of the related literature on the role of input in developing
SLA is indicative of the fact that the majority of the studies have been concerned with the role, the
importance, and the processing of linguistic input.
However, although the role of language input has been supported by different language learning theories,
there has been some degree of disagreement in the field of language acquisition between those theories that
attribute a small or no role to language input and those attributing it a more central role. As a matter of fact,
theories of SLA attach different importance to the role of input in language acquisition process but they all
admit the need for language input. In many approaches to SLA, input is considered as being a highly
essential factor while in other approaches it has been neglected to a secondary role (Ellis, 2008).
Nevertheless, it has been widely accepted that language input provides the linguistic data necessary for the
development of the linguistic system. The concept of language input is one of the essential concepts of
SLA. In fact, no individual can learn a second language without language input of some sort (Gass, 1997).
In the same line, one of the essential theories of language learning which plays an important role in SLA
research is the input hypothesis established by Krashen (1981). The input hypothesis claims that for SLA to
take place, language learners are required to have access to a type of language input which is
comprehensible. For Krashen, the only causative variable in SLA is comprehensible input. Some
researchers (Long, 1982; Ellis, 1999; Gass & Varonis, 1994) have somehow supported the input hypothesis
by suggesting pre-modified input, interactionally modified input, and modified output as three potential
types of comprehensible input.
Accordingly, pre-modified input is a type of input which has been modified in some way before the learner
sees or hears it, interactionally modified input refers to a type of input which has been modified in
interaction with native speakers or more proficient non-native ones for the sake of comprehension, and
modified output refers to output modification to make it more comprehensible to the interlocutor. It is
necessary to clarify that a learner’s modified output can serve as another learner’s comprehensible input
(Ellis, 1999; Long, 1996).
In this regards, Long (1982) suggested input modification through providing linguistic and extralinguistic
context, orienting the communication to the simple form, and modifying the interactional structure of the
conversation as three ways to make language input comprehensible. On the basis of this argumentation,
Park (2002) also introduced pre-modified input, interactionally modified input, and modified output as
three potential sources of comprehensible input for SLA.
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2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
In view of the above, the present paper aims at considering these three types of comprehensible input for
SLA along with other types of language input for SLA.
2. Pre-modified input
One of the ways to make language input comprehensible is through providing the language learners with
pre-modified language input. Any spoken or written language input can be simplified or modified for the
sake of comprehension through providing less difficult vocabulary items and complex syntactic structures
which are beyond readers’ acquired language proficiency. By modifying the syntax and the lexicon of a
given oral or written language input, we try to increase text comprehensibility by ways of providing
definitions of difficult vocabulary items, paraphrasing sentences containing complex syntactic structures,
and enriching semantic details. To this end, elaboration is more preferred because elaborated input retains
the material that language learners need for developing their interlanguage and provides with natural
discourse model (Kim, 2003). Another advantage of modifying the input through elaboration is that
elaborated adjustments have the potential to supply the learners with access to the linguistic items they
have not acquired yet (Larsen-Freeman & Long, 1991).
Likewise, Parker and Chaudron (1987) highlighted the point that elaborative modifications have a positive
effect on comprehension and acquisition. In this regards, Parker and Chaudron distinguished two types of
elaborative modifications; those contributing to redundancy and those making the thematic structure
explicit. Similarly, Urano (2002) and Kong (2007) underscored the effects of lexical simplification and
elaboration on sentence comprehension and incidental vocabulary acquisition. They claimed that lexical
elaboration is more favorable than lexical simplification in terms of both reading comprehension and
vocabulary acquisition. Nevertheless, not all forms of input elaboration benefit comprehension. Ellis (1995)
highlighted the point that although elaborations might help SLA, over-elaborated language input could be
counter-productive.
3. Interactionally modified input
Another potential type of comprehensible input is interactionally modified input. The notion of
interactionally modified input refers to the changes to the target structures or lexicons in a conversation to
accommodate potential or actual problems of comprehending a message. In a study conducted by Ellis
(1994) three kinds of input conditions and their potential to facilitate comprehension were considered: the
unmodified input or baseline input which refers to a type of language input which is not modified for the
sake of comprehension, the pre-modified input which refers to a type of input that is modified or simplified
before it is given to the language learners to boost comprehension process, and interactionally modified
input which is a type of language input that is interactionally modified through negotiation of meaning to
make input comprehensible. The results of the study were indicative of the fact that interactionally
modified input significantly facilitated comprehension more than other types of input.
Long (1980) was the first researcher who made an important distinction between modified input and
interactionally modified input. According to Long, interactionally modified input emerges when the two
parts of a conversation negotiate meaning for comprehension. In fact, when language learners face
communicative problems and they have the opportunity to negotiate solutions to them, they are able to
acquire new language. Long, thus, supported the idea that interactionally modified input through
negotiation of meaning is essential for input to become comprehensible. It runs counter to Krashen’s Input
Hypothesis that restricts SLA to the most extent to simplified input (comprehensible input) along with
contextual support.
4. Modified output
Another potential type of comprehensible input for SLA is modified output. It is necessary to clarify that
the distinction between the interactionally modified input and the modified output is not apparent because
modified output occurs as a response to comprehensible input through interaction rather than in a vacuum
(Gass, 1997). Negotiation of meaning induces learners to modify their output, which in turn may stimulate
the process of language acquisition. As a result, modified output must occur in an interactional environment
(Ellis, 1999). Negotiation and modified output works interactionally since the modified output of one
learner often works as another learner’s comprehensible input and what constitutes interaction for one
learner serves as potential language input for other learners who are involved in the discourse only as
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3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 3, 2012
listeners.
5. Other types of language input
Because Krashen’s input hypothesis limits SLA to merely exposure to comprehensible input, many
criticisms have been directed to it around the nature and the type of language input for SLA. In this regards,
other types of language input such as incomprehensible input and comprehensible output are also
considered to enhance the process of SLA through providing the necessary input.
One of the potential types of language input is incomprehensible input (White, 1987). In his
incomprehensible input hypothesis, White underlined the point that when language learners come across
language input that is incomprehensible because their interlanguage rules cannot analyze a particular
second language structure, they have to modify those interlanguage rules to understand the structure. This
way, the incomprehensible input enhances the process of SLA. According to White, when an aspect of the
language input is comprehensible, the acquisition of the missing structures may not take place. As a matter
of fact, the incomprehensibility of some aspects of the language input to the language learners draws their
attention to specific features to be acquired.
Another type of language input is comprehensible output which is somehow similar to modified output. In
her comprehensible output hypothesis, Swain (1985) argued that in addition to comprehensible input,
comprehensible output has the potential to boost SLA. Based on comprehensible output hypothesis
language learning is reached when the language learner faces a gap in his/her linguistic knowledge of the
second language. By noticing this gap, the language learner tries to modify his/her output. This
modification of output may enhance acquiring new aspects of the language that have not been acquired yet.
In line with Swain, Romeo (2000) advocated the comprehensible output by highlighting t6he point that
output of some type is seen as a necessary phase in language acquisition. On the one hand, teachers need
students’ output in order to be able to judge their progress and adapt future materials to their needs. On the
other hand, learners need the opportunity to use the second language because when faced with
communication failure, they are forced to make their output more precise.
6. Conclusion
The role and the importance of language input in enhancing SLA have been emphasized more or less by the
majority of the researchers. In fact, language input has been considered to provide the initial data for
acquiring the language. In this regard, one of the hypotheses which has given life to many studies in
relation to the role of language input in SLA is the input hypothesis. The questionable aspect of the input
hypothesis is that it considers comprehensible input as the only potential type of data for SLA.
What can be concluded and summarized from Krashen’s input hypothesis is that the importance of
language input for SLA is not questioned and some type of language input is required for SLA.
Accordingly, some researchers have introduced modified input, interactionally modified input, and
modified output as three potential types of comprehensible input. The point should be highlighted here that
the present paper did not aim to advocate or criticize the input hypothesis. However, other types of
language input such as incomprehensible input and comprehensible output can also provide the necessary
language input for SLA.
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