Topic
Input hypothesis
About: Input hypothesis is a research topic. Over the lifetime, 196 publications have been published within this topic receiving 16696 citations.
Papers published on a yearly basis
Papers
Book•
1 Jan 1981
TL;DR: The Monitor Theory of adult second language acquisition as mentioned in this paper has been widely used in the field of language acquisition and has been applied to a wide range of domains, e.g., first and second language learning.
Abstract: All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. I have had a great deal of help and feedback from many people in writing this book. Among the many scholars and friends I am indebted to are also would like to express my thanks to those scholars whose work has stimulated my own thinking in the early stages of the research reported on here: John Upshur, Leonard Newmark, and S. Pit Corder all recognized the reality of language "acquisition" in the adult long before I did. I would also like the thank Introduction This book is concerned with what has been called the "Monitor Theory" of adult second language acquisition. Monitor Theory hypothesizes that adults have two independent systems for developing ability in second languages, subconscious language acquisition and conscious language learning, and that these systems are interrelated in a definite way: subconscious acquisition appears to be far more important. The introduction is devoted to a brief statement of the theory and its implications for different aspects of second language acquisitions theory and practice. We define acquisition and learning, and present the Monitor Model for adult second language performance. Following this, brief summaries of research results in various areas of second language acquisition serve as both an overview of Monitor Theory research over the last few years and as introduction to the essays that follow. Language acquisition is very similar to the process children use in acquiring first and second languages. It requires meaningful interaction in the target language-natural communication-in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition but caretakers and native speakers can modify their utterances addressed to acquirers to help them understand, and these modifications are thought to help the acquisition process (Snow and Ferguson, 1977). It has been hypothesized that there is a fairly stable order of acquisition of structures in language acquisition, that is, one can see clear 1 similarities across acquirers as to which structures tend to be acquired early and which tend to be acquired late (Brown, 1973; Dulay and Burt, 1975). Acquirers need not have a conscious awareness of the "rules" they possess, and may self-correct only on the basis of …
5,718 citations
TL;DR: Langs, then, presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand.
Abstract: Langs, then, presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand. What's more, Langs's strategies can help teachers to tailor their actions from day to day to the extent of their evolving understanding of this field. If a therapist can maintain communicative fields for deeply disturbed patients, a teacher can maintain similar fields for those students whose discourse strategies the teacher does not yet understand. With a field of communication established, teachers can continue to analyze those strategies by listening closely to the students, attending to their own response, forming silent hypotheses, and seeing them invalidated or validated in the next classroom exchange.
4,507 citations
Book•
1 Jan 1985
TL;DR: Langs as discussed by the authors presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand, and these strategies can help teachers to tailor their actions from day to day to the extent of their evolving understanding of this field.
Abstract: Langs, then, presents strategies which teachers might use to teach on the trans-cultural field of discourse which Gumperz helps us to understand. What's more, Langs's strategies can help teachers to tailor their actions from day to day to the extent of their evolving understanding of this field. If a therapist can maintain communicative fields for deeply disturbed patients, a teacher can maintain similar fields for those students whose discourse strategies the teacher does not yet understand. With a field of communication established, teachers can continue to analyze those strategies by listening closely to the students, attending to their own response, forming silent hypotheses, and seeing them invalidated or validated in the next classroom exchange.
4,401 citations
TL;DR: The most promising hypothesis is that vocabulary and spelling are acquired in fundamentally the same way the rest of language is acquired as discussed by the authors, and these areas can be useful laboratories for the study of language acquisition in general.
Abstract: attention to vocabulary and spelling.' First, there are practical reasons. A large vocabulary is, of course, essential for mastery of a language. Second language acquirers know this; they carry dictionaries with them, not grammar books, and regularly report that lack of vocabulary is a major problem. Spelling, especially for treacherous languages such as English, is also a problem. Our standards in spelling are 100%; a single spelling error in public can mean humiliation. On the theoretical level, the study of the acquisition of vocabulary and spelling ability can help us understand language acquisition in general. In my view, the most promising hypothesis is that vocabulary and spelling are acquired in fundamentally the same way the rest of language is acquired. If this supposition is true, these areas can be useful laboratories for the
1,335 citations
TL;DR: The role of implicit processes animal learning and the implicit/explicit distinction, and why what the authors think of as explicit for us can be implicit for them are discussed.
Abstract: Implicit and explicit language learning - an overview the unruly world of language the input hypothesis and its rivals a theory of instructed second language acquisition implicit learning and the acquisition of natural languages implicit and explicit learning of complex tasks implicit learning and the cognitive unconscious - of artificial grammars and SLA vocabulary acquisition - the implicit ins and outs of explicit cognitive mediation second language vocabulary learning - the role of implicit processes animal learning and the implicit/explicit distinction - or why what we think of as explicit for us can be implicit for them differences between animal and human learning - implicit and explicit processes language learner and learning strategies neurolinguistic aspects of implicit and explicit memory - implications for bilingualism and SLA connectionism and second language acquisition universal grammar and L1 acquisition the metaphor of access to universal grammar in L2 learning universal grammar and language learnability the lure and language of implicit memory - a developmental perspective representation and ways of knowing - three issues in second language acquisition.
654 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 6 |
| 2020 | 7 |
| 2019 | 9 |
| 2018 | 8 |
| 2017 | 15 |
| 2016 | 8 |