Michael Sharwood Smith

INPUT ENHANCEMENT IN INSTRUCTED SLA: THEORETICAL BASES

The concept of input to the language learner is examined with reference to some current theorizing about language processing and the idea of modular systems of knowledge. The question of what this can tell us about the actions taken by teachers and textbook writers is addressed specifically with regard to manipulating, or “enhancing,” the input ideally so that it will affect learner knowledge and thereby learner behavior. The logic of the argumentation is that, in exposing the learner to the second language, we are engaging a whole battery of different processing mechanisms. Input enhancement research and the conclusions drawn from it have to be set within the context of a modular view of language and language learning.

On the Role of Linguistic Theory in Explanations of Second Language Developmental Grammars

Second language (L2) acquisition studies cover a very large area of research: this particular discussion will focus on the acquisition of grammar. More specifically, it will consider in an exploratofy manner how linguistic theory can contribute to the development of a principled theory of the acquisition process. In the past, where research has focused on the very early stages of development, linguistics has not been given any major role to play; however, when grammatical development proceeds to later, more complex stages, the (sometimes convenient) simplistic use of linguistics in the analysis of learner data can no longer be maintained. This should force any would-be researcher to reconsider the wisdom of treating linguistics too casually when describing and explaining L2 grammatical acquisition at whatever stage of development. This discussion will, then, examine various ways in which certain fruitful lines of inquiry in theoretical linguistics may be established in the setting up of a research program to study L2 grammatical development.