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Input Enhancement in Instructed SLA: Theoretical Bases

  • Michael Sharwood Smith (a1)
Abstract

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. The question of what this can tell us about the actions taken by teachers and textbook writers is addressed specifically with regard to manipulating, or “enhancing,” the input ideally so that it will affect learner knowledge and thereby learner behavior. The logic of the argumentation is that, in exposing the learner to the second language, we are engaging a whole battery of different processing mechanisms. Input enhancement research and the conclusions drawn from it have to be set within the context of a modular view of language and language learning.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

E. Bialystok , & M. Sharwood Smith (1985). Interlanguage is not a state of mind: An evaluation of the construct for second language acquisition. Applied Linguistics, 6, 101107.

S. Krashen (1976). Formal and informal linguistic environments in language acquisition and language learning. TESOL Quarterty, 10, 157168.

W. Rutherford , & M. Sharwood Smith (1985). Consciousness-raising and Universal Grammar. Applied Linguistics, 6, 274282.

M. Sharwood Smith (1980). Consciousness-raising and the second language learner. Applied Linguistics, 2, 159168.

M. Sharwood Smith (1991). Speaking to many minds. Second Language Research, 7, 118132.

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Studies in Second Language Acquisition
  • ISSN: 0272-2631
  • EISSN: 1470-1545
  • URL: /core/journals/studies-in-second-language-acquisition
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