Input Enhancement and L2 Question Formation.

The role of the linguistic environment in second language acquisition

This article presents a study of corrective feedback and learner uptake (i.e., responses to
 feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of
 classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons
 were analyzed using a model developed for the study and comprising the various moves in an
 error treatment sequence. Results include the frequency and distribution of the six different
 feedback types used by the four teachers, in addition to the frequency and distribution of different
 types of learner uptake following each feedback type. The findings indicate an overwhelming
 tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting
 student-generated repair. Four other feedback types—elicitation, metalinguistic feedback,
 clarification requests, and repetition—lead to student-generated repair more successfully
 and are thus able to initiate what the authors characterize as the negotiation of form.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263197001034

Corrective feedback and learner uptake

This article reviews insights into second-language (L2) learning that have been revealed through over a decade of research on the social interaction and negotiation of L2 learners and their interlocutors, begining with the seminal work of Hatch (1978a, 197810) and Long (1980 et passim), and withereferenceto a corpus of informal, experimental, and classroom data from published studies. This research illustrates ways in which negotiation contributes to condi- tions, processes, and outcomes ofL2 learningby facilitating learners' comprehension and structural segmentation of L2 input, access to lexical form and meaning, and production of modified output. The research points out areas in which negotiation does not appear to assist L2 learning, especially with respect to the learner's need to access L2

Research on Negotiation: What Does It Reveal about Second-Language Learning Conditions, Processes, and Outcomes?.

In this article, the motivation for Universal Grammar (UG), as assumed in the principles and parameters framework of generative grammar (Chomsky, 1981a, 1981b), is discussed, particular attention being paid to the logical problem of first language acquisition. The potential role of UG in second language (L2) acquisition is then considered. Three different positions are reviewed: (a) the claim that UG is not available to L2 learners; (b) the claim that UG is fully available; and (c) the claim that the L2 learner's access to UG is mediated by the mother tongue. This raises the issue of what kind of evidence can be used to decide between these three positions. Recent experimental research which argues for one or another of these positions by investigating the L2 status of the Subjacency Principle is reviewed, and the implications of this research are discussed.

/pdf/second-language-acquisition-and-universal-grammar-37ve6piazx.pdf

Second Language Acquisition and Universal Grammar

The Introduction has three main aims. First, it provides a historical sketch of form-focused instruction research, documenting the origins of this branch of second language acquisition, the research questions that have been addressed, and current trends. Second, it seeks to define and conceptualize what is meant by “form-focused instruction” by distinguishing it from “meaning-focused instruction” and by describing three types of form-focused instruction in terms of whether the primary focus is on form or meaning and whether the instructional attention to target forms is intensive or extensive. Various instructional options relating to each type are also described. Third, the Introduction offers a discussion of the main research methods that have been used to investigate form-focused instruction in terms of a broad distinction between confirmatory and interpretative research. Methods of measuring “acquisition” in form-focused instruction research are also considered.

Input Enhancement and L2 Question Formation.

Citations

The role of the linguistic environment in second language acquisition

Corrective feedback and learner uptake

Research on Negotiation: What Does It Reveal about Second-Language Learning Conditions, Processes, and Outcomes?.

Second Language Acquisition and Universal Grammar

Introduction: Investigating Form‐Focused Instruction

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