scholarly journals The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations

2017 ◽  
Vol 7 (3) ◽  
pp. 377-396 ◽  
Author(s):  
Alessandro Benati
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Grammar Instruction ◽  
Input Output ◽  
Processing Instruction ◽  
Input Enhancement ◽  
Input And Output ◽  
Overall Evaluation ◽  
Structured Output

In this paper, a review of the role of input, output and instruction in second language acquisition is provided. Several pedagogical interventions in grammar instruction (e.g., processing instruction, input enhancement, structured output and collaborative output tasks) are presented and their effectiveness reviewed. A final and overall evaluation is provided at the end of the paper.

scholarly journals Input-output relation in second language acquisition

2021 ◽  
Author(s):  
Gyu-Ho Shin ◽  
Boo Kyung Jung
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Input Output ◽  
L2 Acquisition ◽  
Form Function ◽  
Initial Stage ◽  
English Speaking

Abstract Studies on the role of input in L2 acquisition often estimate L2 input properties through L1 corpora and focus on L2-English. This study probes the initial stage of L2-Korean learning for adult English-speaking beginners of Korean to investigate input-output relations in the acquisition of L2 that is typologically different from English in a more direct manner. We specifically ask how L2 beginner input affects L2 beginner production with respect to Korean postpositions. For this purpose, we investigate how the beginners receive input regarding Korean postpositions from a textbook and to what extent the input characteristics are manifested in learner writing. We found that, whereas the presentation of certain postpositions in the textbook was generally reflected in learner writing, individual postpositions showed disparity in their use between the textbook and the writing. Implications of the findings are discussed in light of L1-L2 differences and how the textbook presents form-function pairings of these postpositions.

scholarly journals The place of silence in second language acquisition

2019 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Dat Bao
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Communicative Competence ◽  
Silent Period ◽  
Input Output ◽  
Silent Mode

The article examines the role of silence in learners’ language development by discussing current theories in second language acquisition and by connecting them to the silence phenomenon. A number of important constructs in SLA are brought up as they have potential to be associated with the silent mode of learning, namely the silent period, input, output, communicative competence, among others. The discussion also highlights a few theoretical gaps in SLA discourse that are related to silence. 

scholarly journals Processing Instruction: An Input Based Approach for Teaching Grammar

1970 ◽  
pp. 111-118
Author(s):  
Madhu Neupane
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Key Words ◽  
Present Article ◽  
Input Output ◽  
Approaches To Teaching ◽  
Processing Instruction ◽  
Teaching Grammar

The present article is an attempt to highlight the importance of teaching grammar in Second Language Acquisition (SLA). It outlines the arguments forwarded for and against teaching grammar and approaches to teaching grammar. Mainly the article focuses on Processing Instruction-an input based approach for teaching grammar. It also presents the methodology followed by its originators to provide the researchers who want to conduct a similar research. Key words: Second Language Acquisition, Processing instruction, input, output DOI: 10.3126/nelta.v14i1.3097 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 111-118

scholarly journals Unpacking the Concept of Complexity in the Instructed SLA Research: Towards an Acquisitional Definition

2018 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Ji-Yung Jung
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Target Language ◽  
Processing Instruction ◽  
Focus On Form ◽  
Cognitive Constraints ◽  
Input Enhancement ◽  
Instructed Second Language Acquisition ◽  
Instructed Sla

<p><em>Over the past few decades, the field of second language acquisition (SLA) has seen a remarkable increase of interest in the study of instructed second language acquisition (ISLA), which “investigates second language (L2) learning or acquisition that occurs as a result of teaching” (Loewen, 2014, p. 2). The importance of this subfield has particularly been emphasized for the sake of adult L2 learners, who, due to biological and cognitive constraints, have difficulty acquiring a target language (TL) solely based on naturalistic input (e.g., Han, 2004; Long, 1990). For this, ISLA research has suggested the utilization of focus on form (FonF), a pedagogical approach that attempts to engage learners’ metalinguistic attention in an otherwise solely meaning-based environment (Doughty &amp; Williams, 1998; Long, 1991; Long &amp; Robinson, 1998). According to Doughty and Williams (1998), FonF involves an array of pedagogical options, ranging from implicit techniques (e.g., input flood, input enhancement, and recasts) that attempt to attract leaners’ attention to form, to explicit techniques (e.g., processing instruction, consciousness-raising, and dictogloss) that attempt to direct their attention to form.</em></p>

scholarly journals Comprehension and Production Practice in Grammar Instruction: Does Their Combined Use Facilitate Second Language Acquisition?

2002 ◽  
Vol 23 (1) ◽  
pp. 6 ◽  
Author(s):  
Takeo Tanaka
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Use ◽  
Relative Effectiveness ◽  
Grammar Instruction ◽  
Production Practice ◽  
Combined Use ◽  
Fluent Language

Grammar instruction usually consists of explanation, feedback, and practice. Recent studies (e.g., Dekeyser & Sokalski, 1996; Ellis, 1993, 1995; VanPatten & Cadierno, 1993) focus on the relative effectiveness of comprehension and production practice in grammar instruction yet tend to treat the two forms of practice as mutually exclusive. Previous studies on input and output processing in second language acquisition, however, indicate that comprehension and production practice each play unique roles in the development of knowledge, promoting accurate and fluent language use. Suggesting that the two forms of practice can be complementary, this study examines the effects of combining comprehension and production practice in grammar instruction and considers the role of practice in second language acquisition.

Könyvismertetések

2007 ◽  
Vol 62 (2) ◽  
pp. 253-265
Author(s):  
István Fekete ◽  
Mária Gósy ◽  
Rozália Eszter Ivády ◽  
Péter Kardos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Speech Production ◽  
Perception And Action

DianePecherés RolfA. Zwaan(szerk.): Grounding cognition: The role of perception and action in memory, language, and thinking (Fekete István)     253 CsépeValéria: Az olvasó agy (Gósy Mária) 256 Kormos, Judit: Speech production and second language acquisition (Ivády Rozália Eszter)      260 MarosánGyörgy: Hogyan készül a történelem? (Kardos Péter) 263

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

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