Optimal input for language learning
Genuine, simplified, elaborated, or modified elaborated
Bibliographic Data
| ID | 11437698 |
|---|---|
| Authors | Michael Long (0000-0003-0665-514X, University of Maryland, College Park, corresponding author), Michael H Long |
| Year | 2020 |
| Volume | 53 |
| Issue | 2 |
| Pages | 169-182 |
| Publication date | 2020-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0261-4448 • E-ISSN: 1475-3049 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0261444819000466 |
| OpenAlex | W2997185744 |
| Language | EN |
| Citations received | 6 |
| References cited | 34 |
Discussions of optimal types of spoken and written input for language learning have traditionally focused on the relative merits of authentic and linguistically simplified spoken and written texts. I will argue that elaborated input and, in particular, modified elaborated input, constitute better options, with tasks, not just texts, functioning as important input sources. Modified elaborated input, potentially coupled with bimodal presentation, has many positive features, especially, but not only, for programs seeking to increase students' opportunities for enhanced incidental learning
Language acquisition · Linguistics · Mathematics education · Natural language processing · Presentation (obstetrics · Spoken language · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Enhancing Vocational High School Students' Reading Skills Using Jeopardy Games
Approaches to simplifying academic texts in English
To simplify or not? Facilitating English L2 users' comprehension and processing of open educational resources in English using text simplification
Expanding Perspectives on “Foreigner Talk”
Integrating children’s fiction and Storyline in the second language classroom
Beyond Teacher-Led Approaches
Linguistic and Conversational Adjustments to Non-Native Speakers
At the Interface
Input Enhancement in Instructed SLA
Implicit and explicit instruction in L2 learning
The Significance of Learner's Errors
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Language Taught for Meetings and Language Used in Meetings
Re-fitting for a different purpose
ESP teacher education needs
A Data‐Driven Approach to Text Adaptation in Teaching Material Preparation
Effects of Input Elaboration on Vocabulary Acquisition through Reading by Korean Learners of English as a Foreign Language
Authentic Discourse and the Survival English Curriculum
Two Types of Input Modification and EFL Reading Comprehension
The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension
Incidental Learning of Collocation
A Meta-Analysis and Meta-Regression of Incidental Second Language Word Learning from Spoken Input
Effectiveness of L2 Instruction
| Unique citing works | 6 |
|---|---|
| Citations per year | 1.2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |