Considering the updated Input Hypothesis from a neurolinguistic perspective: A response to Lichtman and VanPatten

2021 ◽  
Author(s):  
Kara Morgan‐Short
Keyword(s):  
Input Hypothesis

scholarly journals “Reduced Forms” Influence on Second Language Learners’ Listening Input-Intake Conversion

2021 ◽  
Vol 3 (5) ◽  
pp. 194-199
Author(s):  
Yueyang Zhao
Keyword(s):  
Second Language ◽  
Empirical Study ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Factors Influencing ◽  
Comprehension Ability ◽  
Input Hypothesis ◽  
Esl Learners ◽  
Reduced Forms

This article analyses the factors influencing the process of input-intake conversion and focuses on the effect of “reduced forms” on English as a Second Language (ESL) learners’ listening comprehension. The Input Hypothesis, the Noticing Hypothesis, the input-intake relationship, and the factors influencing the input-intake relationship are critically reviewed and analyzed. The empirical study of Brown and Hilferty [1] is reviewed and discussed to show reduced forms’ influence on ESL learners’ listening comprehension. The results prove that integrating reduced forms into ESL lessons is both necessary and meaningful for improving students’ listening comprehension ability.

KRASHEN'S INPUT HYPOTHESIS AND THE TEACHING OF EFL

1984 ◽  
Vol 3 (1) ◽  
pp. 11-15 ◽  
Author(s):  
JEREMY HARMER
Keyword(s):  
Input Hypothesis

Recent developments in metaphor theory

2011 ◽  
Vol 9 (1) ◽  
pp. 11-25 ◽  
Author(s):  
Zoltán Kövecses
Keyword(s):  
Conceptual Metaphor ◽  
Relevance Theory ◽  
Conceptual Metaphor Theory ◽  
Metaphor Theory ◽  
Recent Developments ◽  
Stage Process ◽  
Input Hypothesis ◽  
Alternative Theories

Several scholars have proposed alternative views to conceptual metaphor theory (see, for example, Ortony, 1993; Barnden, 2006; Wilson and Carston, 2006, 2008; Vega, 2007; Gibbs, 2008). How are the modified, refined, and alternative theories related to each other and standard conceptual metaphor theory, and which theory provides the best account of the phenomenon of metaphor? The particular approaches I will consider in this paper include the theory of metaphor as categorization, standard conceptual metaphor theory, blending theory, the neural theory of metaphor, conceptual metaphor theory as based on the idea of main meaning focus, and relevance theory. I will present the various theories through the analysis of a single metaphorical sentence: This surgeon is a butcher. I will propose that conceptual metaphor theory as based on the idea of the main meaning focus gives us a good way of characterizing the emergence of the sentence’s meaning. This characterization consists of a four-stage process. First, there exist two independent conceptual categories: BUTCHERY and SURGERY. Second, due to the similarity between the two, a metaphorical relationship is established between them. Third, the property of incompetence emerges in the concept of BUTCHERY in light of and against the background of the concept of SURGERY. Fourth, this property is projected into the blend, in which the property will now characterize the surgeon. I will point out that this approach is compatible with several other views, such as Ruiz de Mendoza’s Combined Input Hypothesis and with aspects of relevance theory.

The Input Hypothesis: Issues and Implications

Language ◽  
1988 ◽  
Vol 64 (1) ◽  
pp. 171 ◽  
Author(s):  
John W. Oller ◽  
Stephen D. Krashen
Keyword(s):  
Input Hypothesis

Comprehensible Input and Second Language Acquisition

1994 ◽  
Vol 16 (3) ◽  
pp. 303-323 ◽  
Author(s):  
Lester Loschky
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Target Language ◽  
Significant Difference ◽  
Comprehensible Input ◽  
Negotiated Interaction ◽  
Input Hypothesis ◽  
The Relationship ◽  
Vocabulary Recognition

This study attempts to test aspects of the input hypothesis (Krashen, 1980, 1983, 1985) and Long's modification of it (Long, 1980, 1983a, 1985). Specifically, it experimentally tests the hypothesis that both input and interactional modifications facilitate second language acquisition, using Japanese as the target language. Three experimental groups were differentiated in terms of input and interaction conditions: (1) unmodified input with no interaction, (2) premodified input with no interaction, and (3) unmodified input with the chance for negotiated interaction. The groups were compared in terms of (a) their degree of comprehension of the input and (b) their subsequent retention of vocabulary items and acquisition of two Japanese locative structures. The results indicated that moment-to-moment comprehension was highest for the negotiated interaction group, whereas there was no significant difference between the two noninteraction groups. Furthermore, there was no correlation found between differences in moment-to-moment comprehension and gains in vocabulary recognition and acquisition of structures, though significant gains on both measures were found for all three groups. Discussion of these findings centers on the relationship between comprehension and acquisition.

The Effect of Reading on the Acquisition of English Relative Clauses

1996 ◽  
Vol 113-114 ◽  
pp. 263-273 ◽  
Author(s):  
Yon Ok Lee ◽  
Stephen D. Krashen ◽  
Barry Gribbons
Keyword(s):  
United States ◽  
Second Language ◽  
Relative Clause ◽  
Relative Clauses ◽  
The United States ◽  
Length Of Residence ◽  
Pleasure Reading ◽  
Formal Study ◽  
Input Hypothesis ◽  
English Relative Clauses

Abstract 49 adult acquirers of English as a second language took two tests probing restrictive relative clause competence. The amount of reported pleasure reading done by subjects were the only significant predictor of both measures. Neither years of formal study nor length of residence in the United States was a significant predictor. These results are consistent with the input hypothesis.

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