Input for the Second Language Classroom: Some Innovations and Insights
The importance of target language (TL) data in the learning environment has been increasingly recognized by instructional practitioners. One contributing factor is the surge of instructed second language acquisition (ISLA) research since the 1980s, which has resulted in a variety of input-based insi...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Columbia University Libraries
2015-12-01
|
| Series: | Working Papers in Applied Linguistics and TESOL |
| Subjects: | |
| Online Access: | https://academiccommons.columbia.edu/doi/10.7916/D80V9QQ5/download |
| _version_ | 1819158692797349888 |
|---|---|
| author | Adrienne Wai Man Lew |
| author_facet | Adrienne Wai Man Lew |
| author_sort | Adrienne Wai Man Lew |
| collection | DOAJ |
| description | The importance of target language (TL) data in the learning environment has been increasingly recognized by instructional practitioners. One contributing factor is the surge of instructed second language acquisition (ISLA) research since the 1980s, which has resulted in a variety of input-based insights and approaches. Conceptually, Krashen’s (1982, 1985) Input Hypothesis alludes to the essentialness of making input “comprehensible” enough (i+1). That is, learners’ exposure to input must occur at a level just beyond their current capabilities in order for it to be beneficial for acquisition. Pedagogically, focus on form (FonF) (Long, 1991; Long & Robinson, 1998) techniques such as textual enhancement, input flood, and processing instruction (VanPatten, 1996, 2002, 2004) offer practical means for language instructors to make certain physical or formal features of input more salient to classroom learners within a communicative, meaning-focused context. Such meaning-oriented contexts include, for example, processing input for comprehension as part of a larger pedagogic task. That being the case, the past decade of ISLA research has gradually moved beyond the abovementioned focus on the surface, formal features of input to probe into the more intrinsic attributes of L2 input at the phonological, lexical, grammatical and discourse levels. |
| first_indexed | 2024-12-22T16:28:42Z |
| format | Article |
| id | doaj.art-a94c744778bb47108c674950933739bb |
| institution | Directory Open Access Journal |
| issn | 2576-2907 2576-2907 |
| language | English |
| last_indexed | 2024-12-22T16:28:42Z |
| publishDate | 2015-12-01 |
| publisher | Columbia University Libraries |
| record_format | Article |
| series | Working Papers in Applied Linguistics and TESOL |
| spelling | doaj.art-a94c744778bb47108c674950933739bb2022-12-21T18:20:07ZengColumbia University LibrariesWorking Papers in Applied Linguistics and TESOL2576-29072576-29072015-12-01152545610.7916/D84N0GHBInput for the Second Language Classroom: Some Innovations and InsightsAdrienne Wai Man Lew0Teachers College, Columbia UniversityThe importance of target language (TL) data in the learning environment has been increasingly recognized by instructional practitioners. One contributing factor is the surge of instructed second language acquisition (ISLA) research since the 1980s, which has resulted in a variety of input-based insights and approaches. Conceptually, Krashen’s (1982, 1985) Input Hypothesis alludes to the essentialness of making input “comprehensible” enough (i+1). That is, learners’ exposure to input must occur at a level just beyond their current capabilities in order for it to be beneficial for acquisition. Pedagogically, focus on form (FonF) (Long, 1991; Long & Robinson, 1998) techniques such as textual enhancement, input flood, and processing instruction (VanPatten, 1996, 2002, 2004) offer practical means for language instructors to make certain physical or formal features of input more salient to classroom learners within a communicative, meaning-focused context. Such meaning-oriented contexts include, for example, processing input for comprehension as part of a larger pedagogic task. That being the case, the past decade of ISLA research has gradually moved beyond the abovementioned focus on the surface, formal features of input to probe into the more intrinsic attributes of L2 input at the phonological, lexical, grammatical and discourse levels.https://academiccommons.columbia.edu/doi/10.7916/D80V9QQ5/downloadApplied linguisticsSecond language acquisitionSLAComprehensionEmotiveLinguisticsStudy of languageTeaching languages |
| spellingShingle | Adrienne Wai Man Lew Input for the Second Language Classroom: Some Innovations and Insights Working Papers in Applied Linguistics and TESOL Applied linguistics Second language acquisition SLA Comprehension Emotive Linguistics Study of language Teaching languages |
| title | Input for the Second Language Classroom: Some Innovations and Insights |
| title_full | Input for the Second Language Classroom: Some Innovations and Insights |
| title_fullStr | Input for the Second Language Classroom: Some Innovations and Insights |
| title_full_unstemmed | Input for the Second Language Classroom: Some Innovations and Insights |
| title_short | Input for the Second Language Classroom: Some Innovations and Insights |
| title_sort | input for the second language classroom some innovations and insights |
| topic | Applied linguistics Second language acquisition SLA Comprehension Emotive Linguistics Study of language Teaching languages |
| url | https://academiccommons.columbia.edu/doi/10.7916/D80V9QQ5/download |
| work_keys_str_mv | AT adriennewaimanlew inputforthesecondlanguageclassroomsomeinnovationsandinsights |