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Input manipulation, enhancement and processing: theoretical views, empirical research and pedagogical implications

Input manipulation, enhancement and processing: theoretical views, empirical research and pedagogical implications

Benati, Alessandro Input manipulation, enhancement and processing: theoretical views, empirical research and pedagogical implications. In: International Conference "L2 Grammar Acquisition": New Research on Processing Instruction, Input Manipulation and Teaching Implications, 1-2 July 2016, Salzburg. (Unpublished)

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Abstract

Researchers in the field of instructed second language acquisition have been examining the issue of how learners interact with input by conducting research measuring particular kinds of instructional interventions. These pedagogical interventions include such things as input flood, textual enhancement and processing instruction. Although the findings are not conclusive, it is clear that enhancing input is beneficial for language development.

In this paper, three main research foci are considered: (a) research measuring the effects of saturating the input with the target form (input flood); (b) research measuring the effects of different types of textual enhancements to draw learners’ attention to the target form; and (c) research measuring the effects of processing instruction. Pedagogical implications are drawn from these research findings.

Item Type: Conference or Conference Paper (Plenary)
Uncontrolled Keywords: Input
Subjects: P Language and Literature > PB Modern European Languages
Pre-2014 Departments: School of Humanities & Social Sciences > Applied Linguistics Research Group
Last Modified: 14 Oct 2016 09:37
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/14826

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