Putting ‘input’ in its proper place
Bibliographic Data
| ID | 11655936 |
|---|---|
| Authors | Susanne E Carroll (University of Potsdam), Susanne Carroll (0000-0002-4157-6677, University of Potsdam, corresponding author) |
| Year | 1999 |
| Volume | 15 |
| Issue | 4 |
| Pages | 337-388 |
| Publication date | 1999-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Second language Research (JOURNAL) |
| Journal identifiers | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1191/026765899674928444 |
| OpenAlex | W2134037045 |
| Language | EN |
| Citations received | 33 |
| References cited | 89 |
Every theory of second language acquisition (SLA) hypothesizes that learners come to know the properties of a language by being exposed to instances of it in meaningful conversation. Within SLA, the standard analysis of the ‘input question’ appears to be that input equals objective properties of the stimulus array less the effects of selective attention (the intake). In this paper, I offer a critique of the standard analysis. I claim that it is not interpretable in the absence of a theory of mental representation, theories of speech perception and language parsing, and a theory of language learning. I show that it cannot account for aspects of signal detection, phonetic or phonological learning. The standard treatment is essentially pretheoretical. I define an alternative position which distinguishes input to speech processing and input to language-learning mechanisms, drawing on the Autonomous Induction Theory – a novel theory of learning which is compatible with a modular view of processing and a view of linguistic cognition based on Universal Grammar (UG)
Cognitive psychology · Cognitive science · Grammar · Language acquisition · Linguistics · Natural language processing · Parsing · Perception · Phonology · Second-language acquisition · Universal Grammar · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Psychology
The Effect of Input-based Instruction Type on the Acquisition of Spanish Accusative Clitics
Pragmatics across Languages and Cultures
Modularity in Second Language Acquisition
Relevance Theory and Second Language Acquisition
Constraints on “Noticing the Gap”
Attention and Memory during SLA
How Studying Varied Input Contexts Can Further Our Understanding of L1 Grammatical Attrition
The facilitative role of lexical frequency in adults' initial L2 syntax acquisition
The production and processing of determiner–noun agreement in child L2 Dutch
On second language processing and grammatical development
Interfaces in the prosodic hierarchy
Two Types of Input Modification and EFL Reading Comprehension
Processing Instruction
Reflections on Frequency Effects in Language Processing
Relevance mapping
The role of L2 input in developing a novel L2 contrast phonetically and phonologically
The theoretical significance of Universal Grammar in second language acquisition
Age and input in the acquisition of grammatical gender in Dutch
Towards a unified account of the representation, processing and acquisition of second language knowledge
Input in study abroad and views from acquisition
Russian speakers’ L2 Chinese acquisition of wh -topicalization at the syntax–discourse interface
Consciousness in SLA
Induction in a modular learner
Modularity, working memory, and second language acquisition
Issues in second language acquisition and language processing
Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently
Incidental Learning of Gender Agreement in L2
Adult Language Learning After Minimal Exposure to an Unknown Natural Language
Proficiency and Animacy Effects on L2 Gender Agreement Processes During Comprehension
The role of proficiency and working memory in gender and number agreement processing in L1 and L2 Spanish
Reinvestigating the Noticing Function of Output
Exact Repetition as Input Enhancement in Second Language Acquisition
Can innate linguistic knowledge be eliminated from theories of SLA
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Knowledge of language
Induction
First and Second Language Acquisition
A Unified Theory of Syntactic Categories
Input and Evidence
The Acquisition of Syntactic Knowledge
Second Language Acquisition
Universal Grammar and Second Language Acquisition
Syntax and Speech
Cross-language evidence for three factors in speech perception
Interlanguage
Phonemic and phonetic factors in adult cross-language speech perception
Interaction with context during human sentence processing
The Significance of Learner's Errors
Attention in Cognitive Science and Second Language Acquisition
The Role of the Linguistic Environment in Second Language Acquisition
The Timing of Utterances and Linguistic Boundaries
Surface form and memory in question answering
The architecture of the language faculty
The input hypothesis
The Modularity of Mind
International Encyclopedia of Linguistics
The Handbook of Phonological Theory
Restructuring
Language Acquisition and the Neurosciences
The Role of Consciousness in Second Language Learning1
The unintelligibility of speech to children
Bootstrapping lexical acquisition
English Speech Rhythm
The acquisition of the syntax of negation in French and German
The role of the L1 grammar in the L2 acquisition of segmental structure
Language acquisition without Universal Grammar
The hidden dangers of computer modelling
The geometry of phonological features
Second language research
On distinctive features and their articulatory implementation
The bilingual as a competent but specific speaker‐hearer
Pauses, Clauses, Sentences
The Intelligibility of Excerpts from Conversation
Phonological Development
Hesitation Pauses and Juncture Pauses in Speech
Grammar Teaching for the Acquisition‐Rich Classroom
Language Learnability and L2 Phonology
Learning To Parse
Awareness and Second Language Acquisition
Neurolinguists, beware! The bilingual is not two monolinguals in one person
Implicit and Explicit Learning of Languages
The production of "new" and "similar" phones in a foreign language
Vowel lengthening is syntactically determined in a connected discourse
Production and perception of English stops by native Spanish speakers
Input and SLA
Second-Language Acquisition and the Computational Paradigm
Research on Negotiation
Phonology in Generative Grammar
The Preference for Self-Correction in the Organization of Repair in Conversation
| Unique citing works | 33 |
|---|---|
| Citations per year | 1,32 |
| Citation span | 2001 - 2026 (26) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 32 |