Input Enhancement: From Theory and Research to the Classroom - Text

by Wong, Wynne

• ISBN13: 9780072887259
• ISBN10: 0072887257
• Format: Paperback
• Copyright: 2004-11-19
• Publisher: McGraw-Hill Humanities/Social Sciences/Languages

Summary

This new title in the McGraw-Hill Second Language Professional Series addresses one of the fundamental concepts of current second language acquisition research, input, in the context of its relationship with grammar instruction. The book introduces readers to input enhancement techniques that help second language learners pay attention to grammatical form while also providing them with the input they need for successful second language acquisition. The author assumes no prior knowledge of second language acquisition on the part of her readers, and presents current theory and research in an informal, reader-friendly style. With its clear organization and concise chapters, this text is ideal for use in a teaching methods course or an introductory seminar on second language acquisition, either on its own or in conjunction with other introductory books.

Table of Contents

Foreword	xv
Preface	xvii
CHAPTER 1 From Grammar-Translation to Input Enhancement: A Historical Overview of Grammar Instruction	1	(11)
The Sixteenth to Nineteenth Century: The Grammar-Translation Method	1	(1)
The Nineteenth Century: The Direct Method	2	(1)
The 1950's-: The Audiolingual Method	3	(1)
The Late 1960's-: Cognitive-Code Method	4	(1)
The 1980's-: Communicative Language Teaching	4	(2)
Krashen's Hypotheses	6	(1)
Input Enhancement	7	(3)
Input Enhancement and Focus-On-Form	9	(1)
Summary/Conclusion	10	(1)
Chapter Notes	10	(1)
Enhance Your Knowledge	11	(1)
CHAPTER 2 Second Language Acquisition Theory, Research, and Real-World Teaching	12	(12)
What Is Second Language Acquisition About?	12	(10)
What Is Acquisition?	13	(5)
Adults and Adolescents Can "Acquire" a Second Language	13	(1)
The Learner Creates a Systematic Interlanguage	14	(1)
There Are Predictable Sequences in SLA Such That Certain Structures Have To Be Acquired Before Others Can Be Integrated	14	(2)
Practice Does Not Make Perfect	16	(1)
Knowing a Language Rule Does Not Mean One Will Be Able to Use It in Communicative Interaction	16	(1)
Isolated Explicit Error Correction Is Usually Ineffective in Changing Language Behavior	16	(1)
For Most Adult Learners, Acquisition Stops Before the Learner Has Achieved Native-Like Mastery of the Target Language	16	(1)
One Cannot Achieve Native-Like (Or Near Native-Like) Command of a Second Language in One Hour a Day (Over Two Years)	17	(1)
The Learner's Task Is Enormous Because Language Is Enormously Complex	18	(1)
Learners' Ability to Understand Language in a Meaningful Context Exceeds Their Ability to Comprehend Decontextualized Language and To Produce Language of Comparable Complexity and Accuracy	18	(1)
Why SLA Theory and Research? What Is Their Relationship to Real-World Teaching?	18	(3)
Effective Teaching Practices Are Informed by SLA	19	(1)
Instructional Materials Do Not Always Reflect SLA Theory or Research	19	(1)
SLA Offers Realistic Expectations about Teaching and Learning	20	(1)
How Should Instructors Approach the Application of SLA Research?	21	(1)
Summary/Conclusion	22	(1)
Enhance Your Knowledge	23	(1)
CHAPTER 3 Input and Input Enhancement	24	(13)
What Is Input?	24	(11)
Interactional and Non-Interactional Input	25	(1)
What Input Is NOT	25	(2)
What Is the Role of Input in SLA?	27	(1)
How Do Learners Get Linguistic Data from Input?	27	(4)
VanPatten's (1996) Model of SLA	28	(1)
Gass's (1997) Model of SLA	29	(1)
Learners Must Receive, Notice, and Comprehend Input	30	(1)
Is Exposure to Input Sufficient?	31	(1)
Does Instruction Make a Difference?	31	(1)
Why Input Enhancement?	32	(1)
What Can We Expect from Input Enhancement?	33	(1)
What about Explicit Information?	33	(2)
Summary/Conclusion	35	(1)
Chapter Note	35	(1)
Enhance Your Knowledge	35	(2)
CHAPTER 4 Input Flood	37	(11)
What Is Input Flood?	37	(9)
How Is Input Flood Carried Out?	37	(3)
Does Input Flood Work?	40	(2)
What Are the Advantages and Disadvantages of Input Flood in the L2 Classroom?	42	(1)
How Do We Implement Input Flood in the L2 Classroom?	43	(3)
Remember to Keep Meaning in Focus	46	(1)
Summary/Conclusion	47	(1)
Enhance Your Knowledge	47	(1)
CHAPTER 5 Textual Enhancement	48	(15)
What Is Textual Enhancement?	48	(8)
How Is Textual Enhancement Carried Out?	49	(2)
Does Textual Enhancement Work?	51	(5)
What Are the Advantages and Disadvantages of Textual Enhancement in the L2 Classroom?	56	(1)
How Do We Implement Textual Enhancement in the L2 Classroom?	57	(4)
Determine the Goal of Instruction	57	(1)
Choose an Appropriate Form	58	(1)
Choose a Text That Is Appropriate to the Level of Your Students	59	(1)
Consider the Frequency of Exposure	59	(1)
Consider How You Will Use the Typographical Cues	59	(1)
Remember to Keep Meaning in Focus	60	(1)
Summary/Conclusion	61	(1)
Enhance Your Knowledge	61	(2)
CHAPTER 6 Structured Input Activities	63	(16)
What Is Structured Input?	63	(13)
How Are Structured Input Activities Carried Out?	63	(9)
Strategies Learners Use to Process Input	65	(4)
How Do We Create Structured Input Activities?	69	(3)
Do Structured Input Activities Work?	72	(2)
What Are the Advantages and Disadvantages of Structured Input Activities in the L2 Classroom?	74	(1)
How Do We Implement Structured Input Activities in the L2 Classroom?	74	(2)
Step 1: Identify the Processing Problem or Strategy	74	(1)
Step 2: Follow Guidelines for Developing Structured Input Activities	75	(1)
Is There a Role for Explicit Information in Structured Input Activities?	76	(1)
Summary/Conclusion	76	(1)
Enhance Your Knowledge	77	(2)
CHAPTER 7 Grammar Consciousness-Raising Tasks	79	(10)
What Are Grammar Consciousness-Raising Tasks?	79	(8)
How Are Grammar Consciousness-Raising Tasks Carried Out?	80	(3)
Do Grammar Consciousness-Raising Tasks Work?	83	(1)
What Are the Advantages and Disadvantages of Grammar Consciousness-Raising Tasks in the L2 Classroom?	84	(2)
How Do We Implement Grammar Consciousness-Raising Tasks in the L2 Classroom?	86	(1)
Summary/Conclusion	87	(1)
Enhance Your Knowledge	87	(2)
CHAPTER 8 Some Final Considerations	89	(10)
How Do We Choose Which Technique to Use?	89	(9)
Consider the Nature of the Target Form	90	(1)
Keep in Mind the Goal of the Enhancement	91	(1)
How Do We Integrate These Techniques into Different Types of Syllabi?	92	(2)
Structural, Functional, Task-Based and Content-Based Instruction	92	(2)
How Do We Assess the Effectiveness of These Techniques?	94	(3)
What about Output?	97	(1)
A Few Words about Other Techniques	98	(1)
Final Words	98	(1)
APPENDIX Sample Materials	99	(18)
A. Input Flood-Sample Materials for Russian	99	(1)
B. Textual Enhancement-Sample Materials for Italian	100	(1)
C. Textual Enhancement-Sample Materials for Romanian	101	(1)
D. Textual Enhancement-Sample Materials for French	102	(2)
E. Textual Enhancement-Sample Materials for English	104	(1)
F. Structured Input-Sample Materials for German	105	(1)
G. Structured Input-Sample Materials for French	106	(2)
H. Structured Input-Sample Materials for English	108	(1)
I. Structured Input-Sample Materials for Spanish	109	(1)
J. GCR Tasks-Sample Materials for Italian	110	(1)
K. GCR Tasks-Sample Materials for Spanish	111	(2)
L. GCR Tasks-Sample Materials for German	113	(2)
M. GCR Tasks-Sample Materials for Romanian	115	(2)
Glossary	117	(4)
Cited References	121	(6)
Index	127