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Krashen, Stephen – Applied Language Learning, 2012
In previous reviews of studies comparing explicit and implicit instruction (Krashen, 1981, 1982, 1999, 2003), the author argued that explicit instruction will show a positive effect only when the following conditions for the use of the conscious Monitor are met: (1) the acquirer consciously knows the rule or the meaning of the item--that is, has…
Descriptors: English (Second Language), Phrase Structure, Verbs, Grammar
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De Santis, Paulina – Applied Language Learning, 2008
This article contributes to the growing body of research investigating the effects of drawing learner attention to the problematic aspects of the linguistic input in the context of meaning-focused instruction. One specific approach to concentrate learner attention on form in the written input is known as textual enhancement. The pilot study…
Descriptors: Control Groups, Creoles, Morphemes, Linguistic Input
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Shook, David J. – Applied Language Learning, 1999
Provides information regarding the input-to-intake phenomenon by exploring data that were gathered but not analyzed in Shook (1994): reading recalls produced by subjects after reading the input passages. Two levels of Spanish students read reading passages containing one of two different target items under one of three different attention…
Descriptors: College Students, Higher Education, Language Tests, Linguistic Input
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Kitajima, Ruy – Applied Language Learning, 2001
Examines whether there is a strong relationship between second language learners' noticing of benefactive auxiliary verbs and their use in communication. Participants were university students who had acquired Japanese at home without receiving any formal instruction. Data were collected in face-to-face interviews, an interpretation task with 20…
Descriptors: College Students, Error Correction, Higher Education, Interviews