Speaking to many minds: on the relevance of different types of language information for the L2 learner

Smith, Michael Sharwood

doi:10.1177/026765839100700204

Cited by 260 publications

(223 citation statements)

References 11 publications

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“…In other words, some conscious attention is required when adults intend to learn the grammar of a language because they do not have access to the language learning ability they had as a child (Schmidt, 1983). Focus on Form instruction intends to raise learners' consciousness toward the target structure they are exposed to while learning a language (Sharwood Smith, 1981, 1991. Input flood and input enhancement are two of the activities that can raise learners' consciousness and facilitate learning grammar.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques

Rashtchi

Etebari

2018

ILR

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The purpose of this study was to compare the effect of input flooding and input enhancement on grammar knowledge of passive voice among Iranian EFL learners. Preliminary English Test (PET) was administered to 75 learners who were in six intact classes in a language institute in Tehran. Sixty female low-intermediate learners whose scores fell within the range of ±1 standard deviation were selected. These classes were then randomly assigned to receive two different treatments. Three classes in the experimental group one (Input Enhancement Group) were exposed to passive structures through input enhancement guidelines, and the three classes in the experimental group two (Input Flooding Group) received the same materials drawing on the guidelines in line with input flooding procedures. It should be noted that the 15 discarded participants were present in the classes, but their scores were not considered in the data analysis. The reason for selecting six classes was the limited number of students in each class. However, the classes were taught by the same teacher to control teacher variable. The results of the pretest showed that the groups were homogeneous regarding their knowledge about the English passive voice. After the treatment, the participants sat for the posttest, which was identical to the pretest to measure their gain of the passive structures. The results indicated that both input flooding and input enhancement significantly affected the grammar knowledge of the passive voice. However, there was no statistically significant difference between the effects of input flooding and input enhancement in improving the knowledge of passive voice of the participants.

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Section: Review Of the Related Literaturementioning

confidence: 99%

Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques

Rashtchi

Etebari

2018

ILR

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“…To promote learning, the learner should pay attention to forms, functions and contextual features but due to the non-saliency and infrequency of some forms, there should be a focused attention to learning (Schmidt, 1993(Schmidt, , 1995(Schmidt, , 2001. In this regard, Sharwood Smith (1991Smith ( , 1993 suggests Input Enhancement (IE) techniques (e.g. stress in speech or boldfacing in printed text) by which language input becomes salient to the learner.…”

Section: A Input Enhancement and Ilpmentioning

confidence: 99%

Development of Interlanguage Pragmatic Competence: Input- and Output-based Instruction in the Zone of Proximal Development

Nemati¹,

Arabmofrad²

2014

TPLS

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“…To improve learner"s language learning they should be provided with a variety of consciousness-raising activities. Sharwood Smith (1991) has proposed that the term consciousness-raising can be replaced by "input enhancement " because he believed that the instructor can only know that some aspects of input are highlighted in some way, but it is impossible to tell whether the learner"s consciousness has been raised. Different studies reported a variety of findings about the relation between glossing, reading comprehension, and incidental vocabulary learning.…”

Section: Phrasal Verbsmentioning

confidence: 99%

Interventionist (Explicit and Implicit) versus Non-interventionist (Incidental) Learning of Phrasal Verbs by Iranian EFL Learners

Khatib¹,

Ghannadi²

2011

JLTR

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Abstract-Phrasal verbs are commonly used in spoken English. Due to the problems experienced by Iranian EFL learners in acquiring phrasal verbs, this study investigated the effectiveness of interventionist and noninterventionist approaches to learning (both recognition and production) of phrasal verbs. To this end, 63 Iranian EFL learners in three groups, with equal numbers of participants, participated in the study: a noninterventional control group, an experimental implicit group, and an experimental explicit group. They were homogenized through a TOEFL test and were asked to complete a pre-test to ascertain their unfamiliarity with the target phrasal verbs. Then, they were given 10 different passages followed by comprehension questions. After a 10-session treatment period, the recognition and production of these target phrasal verbs were tested through a post-test. The results of the ANOVA revealed the superiority of interventionist groups over the non-interventionist group in both recognition and production of phrasal verbs. In addition, the interventional explicit group greatly outperformed the interventional implicit group in both recognition and production. This effect of interventionist learning implies the necessity of a more balanced approach involving both implicit and explicit practice and instruction in order to enhance the acquisition of phrasal verbs.Index Terms-explicit instruction, implicit instruction, incidental learning, input enhancement, intentional learning, interventionist instruction, marginal gloss, non-interventionist instruction

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Speaking to many minds: on the relevance of different types of language information for the L2 learner

Cited by 260 publications

References 11 publications

Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques

Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques

Development of Interlanguage Pragmatic Competence: Input- and Output-based Instruction in the Zone of Proximal Development

Interventionist (Explicit and Implicit) versus Non-interventionist (Incidental) Learning of Phrasal Verbs by Iranian EFL Learners

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