Discusses the different theoretical perspectives concerning input data to second-language (L2) learners, and examines the learners contributions to input and the interactions between what learners take in themselves and what is given to them. (58 references) (GLR)

Focused on the role of subject-matter in second language (L2) learning. Sought to identify ways in which teachers modified classroom interaction about subject-matter content in order to assist the input, feedback, and production needs of L2 learners and to promote their attention to developmentally difficult relationships of L2 form and meaning…

After many years of attention to input that supplies classroom second language (L2) learners with positive evidence on L2 forms and features, recent studies have begun to identify and describe the negative evidence in "reactive" input, provided through interlocutor responses to forms and features that are used by learners, but are not…

A pilot study of a larger project on second language comprehension under two input conditions is reported. The first condition is characterized by the availability of samples of target input that have been modified a priori toward greater semantic redundancy and transparency and less complex syntax. The second condition is characterized by the…

Reviews research on the social interaction and negotiation of second language (L2) learners and their interlocutors. This research illustrates ways in which negotiation contributes to conditions, processes, and outcomes of L2 learning by facilitating learners' comprehension and structural segmentation of L2 input, access to lexical form and…

Examines whether negotiation addresses the need of second- language (L2) learners to focus attention on L2 form. The study analyzed the utterances of negotiation produced as 20 English native speaker-nonnative speaker (NS-NNS) dyads engaged in communication tasks. Negotiation assisted the NNS needs for data on features that were possible in the…

The question of whether the English-as-a-foreign-language (EFL) classroom is an environment that promotes input, feedback, and the production of output that is necessary for successful second language learning is addressed. Such questions have arisen within the context of a growing emphasis on communicative activities and student-to-student…