Textual Enhancement of Input: Issues and Possibilities

Autor/inn/en	Han, ZhaoHong; Park, Eun Sung; Combs, Charles
Titel	Textual Enhancement of Input: Issues and Possibilities
Quelle	In: Applied Linguistics, 29 (2008) 4, S.597-618 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amn010
Schlagwörter	Prior Learning; Teaching Methods; Cues; Grammar; Linguistic Input; Research Methodology; Language Research; Generalization; Second Language Learning; Language Processing + Suchen Sie Ihr Suchwort? Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Stichwort; Grammatik; Sprachbildung; Research method; Forschungsmethode; Sprachforschung; Zweitsprachenerwerb; Sprachverarbeitung
Abstract	The input enhancement hypothesis proposed by Sharwood Smith (1991, 1993) has stimulated considerable research over the last 15 years. This article reviews the research on textual enhancement of input (TE), an area where the majority of input enhancement studies have aggregated. Methodological idiosyncrasies are the norm of this body of research. Seven major issues appear to be limiting the generalizability of the findings and holding up further progress in the understanding of the efficacy of TE for learning: (1) noticing and/or acquisition; (2) TE and comprehension; (3) simultaneous or sequential processing; (4) TE and the nature of the enhanced form; (5) TE and prior knowledge; (6) TE and input flood; and (7) TE and overuse. The existing research has nonetheless offered some important insights that future research should seek to build on. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10