The viability of input enhancement in second language teaching: An exploratory study.

Abstract

The purpose of this thesis is to generate hypotheses pertaining to Input Enhancement as a pedagogical strategy or procedure by examining studies dealing with Input Enhancement and relating them to formal language learning environments. Input Enhancement (Sharwood Smith 1991, 1993) is the process by which language becomes salient on the basis of evidence presented to the learner Its premise is that input can be manipulated so that ultimately there might be an improvement in the accuracy and overall effectiveness of second language learning in the formal environment of the classroom. There are numerous studies dealing with Input Enhancement. An analysis of these studies in a controlled setting should help in the specification of aspects that might be likely candidates for the formulation of hypotheses. In order to generate hypotheses, elements such as the following are considered: the morpho-syntactic focus targeted for Input Enhancement, the specific type of Input Enhancement offered to the learner, and the language skills that should benefit from this type of intervention. (Abstract shortened by UMI.)