ERIC Number: EJ1331981
Record Type: Journal
Publication Date: 2021-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1695-2618
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Available Date: N/A
Online Comments as Input Enhancement
The EUROCALL Review, v29 n2 p44-54 Sep 2021
Chapelle (2003) proposed three general types of input enhancement that help L2 learners "acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning" (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle's different types of input enhancement "can be and have been operationalized through help options" (p. 79) primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations. As understood from Cárdenas-Claros and Gruba's classification of help options, input enhancement can only be accomplished through one of these processes: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitates both listening comprehension of the videos and vocabulary learning, and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.
Descriptors: Listening Comprehension, Vocabulary Development, Linguistic Input, Teaching Methods, Video Technology, Grammar, Language Skills, Second Language Learning, Second Language Instruction, Computer Mediated Communication, Visual Aids
European Association for Computer-Assisted Language Learning (EUROCALL). EUROCALL Headquarters, School of Modern Languages, University of Ulster, Cromore Road, Coleraine BT52 1SA, Northern Ireland, UK. Tel: +34-67-943-1283; Web site: http://www.eurocall-languages.org/
Publication Type: Journal Articles; Reports - Evaluative
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Language: English
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Author Affiliations: N/A