input

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

This study investigates the effects of input-based and output-based instructions on the acquisition of second language (L2) request modifiers. Four intact classes were randomly assigned to textual enhancement (TE), input flooding (IF), output-based instruction (OI), and control (CO) groups. The TE group watched some captioned videos on requests and read over the video transcripts with the target features typographically highlighted. The IF group watched twice more captioned videos and read over the video transcripts with no textual manipulation. The OI group watched videos with no captions and then engaged in dialogue reconstruction tasks. Results of the pragmatic comprehension and production pre-test and post-test revealed the overall effectiveness of the treatment. TE and OI groups performed rather similarly in the comprehension...

The Online Effects of Processing Instruction and Structured Input on the Acquisition of the English Passive Constructions: The Role of Input Modality in Testing

Amin Pouresmaeil, Xin Wang, Alessandro Benati (2026)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma

Resumen:

This research examined both the short-term and long-term effects of processing instruction (PI) and its main element, structured input (SI), on learners’ acquisition of English passive forms. A total of 70 English as a second language (ESL) learners participated in the study and were randomly divided into three groups: a PI group (n = 24), an SI group (n = 25), and a control group (n = 21). Participants in the PI and SI groups completed 1 hr of computer-based instructional activities, whereas the control group received no instructional treatment. Learners’ performance was evaluated using self-paced reading (SPR) and self-paced listening (SPL) tasks, which assessed response accuracy, picture...

La enseñanza de las oraciones concesivas del español a los aprendices brasileños: un estudio basado en las Tareas Formales y la Instrucción de Procesamiento para la didáctica de las lenguas cercanas

Gregorio Pérez de Obanos Romero (2023)

Foro de profesores de ELE

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Tipo: artículo

Metodología: estudio empírico

Temas: oraciones concesivas

Resumen:

El estudio experimental aplica la Instrucción de Procesamiento y las Tareas Formales para la enseñanza a estudiantes brasileños de la selección modal en las oraciones concesivas con la conjunción aunque. Para ello, se compararon los dos tipos de instrucción, además del grupo de control, en un diseño con pretest y dos postest: el primero contenía también actividades de inferencia contrastiva y de práctica de la traducción directa e inversa. Los resultados muestran que el grupo de tareas formales presenta, en general, mayores índices de respuestas correctas independientemente del modo verbal (indicativo o subjuntivo), del tipo de evaluación y del tiempo entre la prueba inmediata y la aplazada....

The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction

Yan Liang, Lawrence Jun Zhang (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística

Resumen:

Despite previous research having demonstrated the comparative effects of processing instruction and output-based instruction, further investigation is required to examine the relationships between individual differences in cognitive abilities and these instructional types. This study investigated the associations among three instructional approaches and learners’ language aptitude and working memory in acquiring four Chinese classifiers. Eighty-six second language (L2) Chinese learners from one Chinese university were divided into three experimental groups – processing instruction (PI), meaning-based output instruction (MOI), combined instruction (CI) – and a control group. Tests measuring treatment effects included an untimed grammatical judgment test and an oral elicited imitation test. The LLAMA test and a counting span task were...

Impact of constructional complexity and intralingual influence on the effectiveness of skewed input

Xiaopeng Zhang, Chunping Mai (2023)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: input

Resumen:

This article reports on two studies, testing how three different types of input (skewed first, skewed random and balanced) affect second language (L2) learning of English present counterfactual (IF-Is) and past counterfactual (IF-IIs) conditionals, two constructions differing in complexity. The experiment included a proficiency test, a pretest, a posttest and a delayed posttest for both IF-Is and IF-IIs. Results suggest that the three types of input did not affect learning gains within the two complexity conditions. However, there was a difference in learning gains between the two conditions, namely that more gains were made in the simpler condition (i.e. IF-Is). In a follow-up study, effects of intralingual influence were tested. Participants who had studied IF-Is were taught the more complex construction, IF-IIs. Again, there were...

Effect of the linguistic complexity of the input text on alignment, writing fluency, and writing accuracy in the continuation task

Jinfang Peng, Chuming Wang, Xiaofei Lu (2020)

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

Previous studies demonstrated that the continuation task has great language learning potential and that various task-related factors may affect the extent to which the potential can be exploited (e.g. Wang & Wang, 2015). This study investigates the effect of one understudied factor, the linguistic complexity of the input text, on English as a foreign language (EFL) learners’ alignment, writing fluency, and writing accuracy in the continuation task. Two comparable groups of Chinese undergraduate EFL learners read and continued a simplified and unsimplified version of the same incomplete story whose linguistic complexity matched and exceeded their production ability, respectively. Compared to the unsimplified version, the simplified version resulted in more automatic alignment and greater improvement in writing fluency and accuracy...

How do first-language in-text repeated glosses in second-language reading influence novel words processing and learning outcomes beyond effects of occurrence frequency?

Min Gui, Yu Wang, Junhua Zhao (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study investigated how repeated occurrences of novel words and the corresponding number of first-language in-text glosses influenced novel words processing and learning outcomes during second-language reading. Using eye-tracking, 48 college students in China read a 4,693-word graded reader. With 2 balanced versions, 24 words (12 glossed and 12 non-glossed) occurring 1 to 7 times served as target words. Results showed that, first, processing times of target words were shorter in the gloss condition, and combined processing times of target words plus glosses were shorter than the times of non-glossed target words; second, processing times of target words in two conditions showed different trajectories across repeated occurrences, whereas processing times of first-language glosses remained relatively constant; and third, first-...

Comprehensible output?

Stephen Krashen (1998)

System

Detalles Cerrar ✕

Tipo: artículo

Metodología: revisión bibliográfica

Temas: adquisición de segundas lenguas

Resumen:

Krashen somete a examen la hipótesis del output comprensible de Merrill Swain, según la cual adquirimos cuando intentamos transmitir un mensaje, fracasamos y reformulamos hasta dar con la forma correcta. Opone tres argumentos: el output, y más aún el output comprensible, es muy escaso en las aulas y fuera de ellas; es posible alcanzar niveles altos de competencia sin apenas producción; y los estudios no muestran que empujar a hablar conduzca a la adquisición, mientras que muchos estudiantes lo viven con incomodidad.

Is CALL obsolete? Language acquisition and language learning revisited in a digital age

Huw Jarvis, Stephen Krashen (2014)

TESL-EJ

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Tipo: artículo

Metodología: trabajo teórico

Temas: CALL/ELAO

Resumen:

Los autores sostienen que el término CALL (aprendizaje de lenguas asistido por ordenador) nació cuando la profesión solo pensaba en el aprendizaje consciente, y que hoy resulta estrecho: la adquisición subconsciente está bien establecida y los estudiantes usan sus dispositivos sobre todo para actividades no pedagógicas —redes sociales, vídeo, lectura— que les dan input comprensible en la lengua meta. Con datos de encuestas a estudiantes de inglés, proponen hablar de uso de la lengua asistido por dispositivos móviles (MALU) y reorientar el campo hacia él.

Is there a “fast track” to second language acquisition? Do some people have special talents for language acquisition?

Stephen Krashen (2019)

Detalles Cerrar ✕

Tipo: capítulo

Metodología: trabajo teórico

Temas: adquisición de segundas lenguas

Resumen:

Krashen discute la creencia de que algunas personas tienen un don especial para las lenguas. A partir de sus conversaciones con la políglota húngara Kató Lomb y de otros casos, sostiene que quienes parecen superdotados no adquieren de otra manera, sino que han tenido más input comprensible y de mayor interés, y que la «vía rápida» consiste en dar con lecturas y audiciones apasionantes, no en una aptitud innata.