scholarly journals Optimal and appropriate input in a second language: The potential of (modified-)elaborated input in distance and classroom learning

2021 ◽  
Vol 8 (2) ◽  
pp. 53-69 ◽  
Author(s):  
Ilaria Borro ◽  
Silvia Scolaro
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Language Acquisition ◽  
Key Words ◽  
Empirical Data ◽  
Online Teaching ◽  
Classroom Learning ◽  
Aprendizaje Virtual ◽  
Linguistic Material

Instructors’ difficulties in judging whether linguistic material is suitable for their students' level seem to have been aggravated during the pandemic (Conti, 2021). In this situation, there is the risk of exposing learners to inappropriate input, which can be detrimental to language acquisition. The proposed solution, (modified-)elaborated input, is designed to increase comprehensibility without sacrificing the richness of authentic input, which is crucial for language acquisition (Long, 2015; 2020; O’Donnel, 2009; Yano, Long, & Ross, 1994). The features of elaborated input make its application beneficial in any kind of language course. In addition, in the context of online teaching, elaborated input can be a powerful tool to deal with the issue of input appropriateness. This work analyzes the theoretical underpinnings of elaborated and modified-elaborated input while providing a review of the existing empirical data supporting its effectiveness. Key words: INPUT APPROPRIATENESS, ELABORATED INPUT, MODIFIED-ELABORATED INPUT, DISTANCE LEARNING Durante la pandemia se ha hecho más difícil para el profesorado valorar si el material lingüístico propuesto es adecuado para el nivel de su alumnado (Conti, 2021). En esta situación, existe el riesgo de que el alumnado esté expuesto a input inapropiado, lo cual puede resultar perjudicial para la adquisición del idioma. La solución propuesta, input elaborado (modificado), está diseñada para aumentar la comprensibilidad sin sacrificar la riqueza del input auténtico, que es crucial para la adquisición del idioma (Long, 2015; 2020; O'Donnel, 2009; Yano, Long y Ross, 1994). Las características del input elaborado hacen que su aplicación sea útil en cualquier tipo de curso de idiomas. Además, en el contexto de la enseñanza virtual, el input elaborado puede ser un instrumento eficaz para tratar el problema de la adecuación del input. Este trabajo analiza los fundamentos teóricos del input elaborado y modificado-elaborado al tiempo que ofrece una revisión de los datos empíricos existentes que respaldan su efectividad. Palabras claves: ADECUACIÓN DEL INPUT, INPUT ELABORADO, INPUT MODIFICADO-ELABORADO, APRENDIZAJE VIRTUAL Durante la pandemia sono aumentate le difficoltà dei docenti nel giudicare l’adeguatezza materiale linguistico per il livello di competenza degli studenti (Conti, 2021). In questa situazione sussiste il rischio di esporre gli apprendenti a input inappropriato, che può compromettere l’acquisizione linguistica. La soluzione proposta è l’input (modificato-)elaborato, concepito per aumentare la comprensibilità senza sacrificare la ricchezza propria dell’input autentico, fattore cruciale per l’acquisizione linguistica (Long, 2015, 2020; O’Donnel, 2009; Yano, Long, & Ross, 1994). Le caratteristiche dell’input elaborato rendono la sua applicazione auspicabile in qualsiasi corso di lingua. Inoltre, nel contesto dell’insegnamento a distanza, l’input elaborato può essere uno strumento efficace per far fronte ai problemi di appropriatezza dell’input. Il presente lavoro analizza le basi teoriche dell’input elaborato e dell’input modificato-elaborato fornendo allo stesso tempo una revisione dei dati empirici che ne supportano l’efficacia. Parole chiave: APPROPRIATEZZA DELL’INPUT, INPUT ELABORATO, INPUT MODIFICATO, APPRENDIMENTO A DISTANZA

scholarly journals Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment

2020 ◽  
pp. 7-12
Author(s):  
Zoriana Dziubata
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching Style ◽  
Effective Interaction ◽  
Educational Process ◽  
Educational Institutions ◽  
Asynchronous Learning ◽  
Course Materials ◽  
Materials Used

The paper covers the problem of distance learning of English as a Second Language (ESL) in higher agro-technical educational institutions in Ukraine. Integration of distance ESL learning into the educational process in higher agro-technical educational institutions has been considered from the perspective of its current inevitability due to the COVID-19 quarantine. The most effective ways of implementing online learning of ESL into the curricula have been discussed. Synchronous and asynchronous learning have been considered. Having analyzed the forms of online teaching as well as the requirements for their implementation, teaching the approved course materials online in multiple environment (combined synchronous and asynchronous learning) has been defined to be the most effective one. The authors’ experiences in designing and teaching synchronous and asynchronous distance learning ESL classes for non-linguistic specialties in higher agro-technical educational institutions provide an insight into the characteristics, benefits, and limitations of these two modes of distance learning. Effective synchronous distance learning classes can be modeled according to the teaching style and course materials used in traditional classes through use of the Internet. Asynchronous distance learning classes require quite a different model built around provided course materials and short «lectures» delivered via streaming audio and graphics. However, lecturing cannot provide effective interaction, which is vital in ESL learning. Thus, the approach must be significantly redefined and multiple environment should be created for delivering effective distance learning ESL classes.

Numa Markee, Conversation analysis. Mahwah, NJ: Lawrence Erlbaum Associates, 2000. Pp. xv, 216. Pb $22.50.

2001 ◽  
Vol 30 (2) ◽  
pp. 289-291 ◽  
Author(s):  
Hansun Zhang Waring
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Conversation Analysis ◽  
Empirical Data ◽  
Popular Discourse ◽  
Theory To Practice ◽  
New Frontier ◽  
Theoretical Considerations ◽  
Empirical Analyses

Conversation analysis has opened up a new frontier for both Conversation Analysis (CA) and second-language acquisition (SLA). It is a gutsy and timely book. As a first endeavor of its kind, it ventures to apply an increasingly popular discourse analytic methodology to a field whose research has traditionally been governed by experimental paradigms. It also strikes an impressive balance between theoretical considerations and empirical analyses. The book begins with purely theoretical discussions on the larger issues that govern the two fields, then moves on to incorporate empirical data in illustrating the possibility of connecting them. The theory-to-practice continuum is completed by applying CA to two SLA-related collections of data. In a remarkable way, the author manages to become fully engaged in micro-analytic procedures without for a moment losing sight of the larger pictures that motivated these procedures.

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

L2 Learning Processes

2010 ◽  
pp. 78-104 ◽  
Author(s):  
Jean-Paul Narcy-Combes
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Processes ◽  
Whole Body ◽  
Model Learning ◽  
Everyday Classroom

This chapter will deal with one of the processes which connects the poles of our model: learning, and in our case, learning L2 in distance settings. In this study of the different theories that contribute to our understanding of the domain, the specific points that seem of interest in the context of distance second language learning will be highlighted in order for us to be able to integrate these points into a coherent organization. According to Jordan (2004), there are over 60 theories describing Second Language Acquisition (SLA). These theories deal with the same phenomena that can be viewed as the crystals of a kaleidoscope. Each tilt of the kaleidoscope will lead to a different interpretation of how these phenomena can be organized or explained (Narcy, 1990). Some of these theories are ambitious and try and provide global answers, while others limit the scope of their study, but are not necessarily less interesting. Finally a whole body of results may come from less researched everyday classroom practices. This is how the chapter will be organized in the light of the specific demands of distance language learning. Our debt to the various researchers we quote is obvious and we hope we have not misquoted them. With Lamy and Hampel (2007), we agree that all theories can inform our position to distance-learning. Learning L2 is but one aspect of learning, and before going into how learning L2 is described, more general epistemological considerations need to be expressed. They will serve as guidelines to select the relevant crystals.

scholarly journals Second Language Distance Learning: The Issue of Language Certification in the Time of COVID-19

2020 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Maria Vittoria Lo Presti
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Foreign Language ◽  
Adult Students ◽  
Online Teaching ◽  
Digital Tools ◽  
Final Exam ◽  
Study Results ◽  
Language Courses ◽  
Pros And Cons

Language teaching has undergone numerous changes as a result of COVID-19, and has adapted to the new scenario and digital tools. While the programs for university and language school courses have been modulated to the new teaching conditions, language courses aimed at obtaining certifications require the final exam to remain the same. The present study focuses on eight adult students of Italian as a foreign language. These adults are interested in certification and were previously enrolled in a language course in Italy, but this course was transformed into an online offering due to the coronavirus. Some questions arose: how can one ensure the continuity of the new online language course? What didactic activities and teaching materials could be applied to facilitate online teaching aimed at obtaining a language certification? The aim of this study is to look at the pros and cons of online teaching for obtaining a language certification, and at effective methods and operational procedures for online teaching during COVID-19. The study results have been collected from the teacher’s own didactic experience and through distance learning questionnaires to which the students were subjected.

Sign in / Sign up

Export Citation Format

Share Document