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Naturally Simplified Input, Comprehension, and Second Language Acquisition.

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Bibliographic Details
Title: Naturally Simplified Input, Comprehension, and Second Language Acquisition.
Language: English
Authors: Ellis, Rod
Peer Reviewed: N
Page Count: 18
Publication Date: 1993
Document Type: Information Analyses
Descriptors: Classroom Environment, Educational Media, English (Second Language), Foreign Countries, Instructional Materials, Language Research, Language Usage, Media Adaptation, Reading Comprehension, Second Language Instruction, Second Language Learning, Vocabulary Development
Abstract: This article examines the concept of simplification in second language (SL) learning, reviewing research on the simplified input that both naturalistic and classroom SL learners receive. Research indicates that simplified input, particularly if derived from naturally occurring interactions, does aid comprehension but has not been shown to facilitate acquisition. Several studies demonstrate that providing learners with opportunities for communicating in a classroom setting leads to vocabulary acquisition. They also show that the learning that takes place is retained better than that resulting from rote memorization and is quantitatively greater than the learning that occurs as a result of trying to comprehend pre-simplified input. A distinction needs to be made between naturally simplified input and pedagogically simplified input, and with regard to the latter a further distinction between graded input and input as dependent exemplification. Discussions of simplified input need to distinguish the part that it plays in comprehension from its role in acquisition. (MDM)
Entry Date: 1994
Accession Number: ED371577
Database: ERIC
Description
Abstract:This article examines the concept of simplification in second language (SL) learning, reviewing research on the simplified input that both naturalistic and classroom SL learners receive. Research indicates that simplified input, particularly if derived from naturally occurring interactions, does aid comprehension but has not been shown to facilitate acquisition. Several studies demonstrate that providing learners with opportunities for communicating in a classroom setting leads to vocabulary acquisition. They also show that the learning that takes place is retained better than that resulting from rote memorization and is quantitatively greater than the learning that occurs as a result of trying to comprehend pre-simplified input. A distinction needs to be made between naturally simplified input and pedagogically simplified input, and with regard to the latter a further distinction between graded input and input as dependent exemplification. Discussions of simplified input need to distinguish the part that it plays in comprehension from its role in acquisition. (MDM)