Input Quality Matters: Some Comments on Input Type and Age-Effects in Adult SLA

Autor/inn/en	Rothman, Jason; Guijarro-Fuentes, Pedro
Titel	Input Quality Matters: Some Comments on Input Type and Age-Effects in Adult SLA
Quelle	In: Applied Linguistics, 31 (2010) 2, S.301-306 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amq004
Schlagwörter	Stellungnahme; Second Language Learning; Language Research; Linguistic Input; Classroom Environment; Role; Grammar; Second Language Instruction; Classroom Communication; Adults + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Sprachforschung; Sprachbildung; Klassenklima; Unterrichtsklima; Rollen; Grammatik; Fremdsprachenunterricht; Klassengespräch
Abstract	In accord with the general program of researching factors relating to ultimate attainment and maturational constraints in adult language acquisition, this commentary highlights the importance of input differences in amount, type, and setting between naturalistic and classroom learners of an L2. It is suggested that these variables are often confounded with age factors. Herein, we wish to call attention to the possible deterministic role that the differences in the "grammatical quality" of classroom input have on development and on competence outcomes. Framing what we see as greater formal complexity of the learning task for classroom learners, we suggest that one might benefit from focusing less on difference and more on how classroom L2 learners, at least some of them, come to acquire all that they do despite crucial qualitative differences in their input. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10