Journal ArticleDOI
Speaking to many minds: on the relevance of different types of language information for the L2 learner
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In this paper, the authors re-analyses the notion of consciousness raising in language learning, and make some inferences about the interpretation of learner performance and ways of measuring it.Abstract:
This paper re-analyses the notion of consciousness raising in language learning. The process by which language input becomes salient to the learner is termed 'input enhancement'. This process can come about as a result of deliberate manipulation, or it can be the natural outcome of some internal learning strategy. It can vary quantitatively and qualitatively, not necessarily involv ing conscious analysis of rules. Externally induced salience may not neces sarily be registered by the learner and even when it is registered, it may not affect the learning mechanisms per se. Certain inferences are made about the interpretation of learner performance and ways of measuring it.read more
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Research on Negotiation: What Does It Reveal about Second-Language Learning Conditions, Processes, and Outcomes?.
TL;DR: The authors reviewed 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, beginning with the seminal work of Hatch (1978a, 197810) and Long (1980 et.
Journal ArticleDOI
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
Ali Aljaafreh,James P. Lantolf +1 more
TL;DR: This article investigated the effects of corrective procedures on language learning and found that corrective moves by teachers or other caretakers are ineffective in correcting learner errors in a learner's own right.
Journal ArticleDOI
Input Enhancement in Instructed SLA: Theoretical Bases
TL;DR: The concept of input to the language learner is examined with reference to some current theorizing about language processing and the idea of modular systems of knowledge.
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Attention, Memory, and the “Noticing” Hypothesis
TL;DR: In this paper, a model of the relationship between attention and memory was proposed, which is complementary to Schmidt's noticing hypothesis and oppositional to the dual-system hypothesis of Krashen.
References
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The Input Hypothesis: Issues and Implications
TL;DR: Langs as discussed by the authors presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand, and these strategies can help teachers to tailor their actions from day to day to the extent of their evolving understanding of this field.
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Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning
Patsy M. Lightbown,Nina Spada +1 more
Abstract: The developing oral English of approximately 100 second language learners (four intact classes) was examined in this study. The learners were native speakers of French (aged 10–12 years) who had received a 5-month intensive ESL course in either grade 5 or grade 6 in elementary schools in Quebec. A large corpus of classroom observation data was also analyzed. Substantial between-class differences were found in the accuracy with which students used such English structures as progressive -ing and adjective–noun order in noun phrases. There was some evidence that these differences (which were not correlated with performance on listening comprehension tests) were due to differences in teachers' form-focused instruction. These findings are discussed in terms of current competing views of the role of form-focused instruction in second language learning.
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A Theoretical Model of Second Language Learning
TL;DR: In this paper, a model of second language learning is proposed which attempts to account for discrepancies both in individual achievement and achievement in different aspects of second-language learning, including exposure to the language, the storage of that information for the language learner, and the responses that are produced as a function of the stored information.