109:. These techniques aim to draw attention to aspects of a language that have hitherto seemed to have made insufficient impact on the learner. This need not necessarily involve making learners consciously aware of the researcher's or teacher's intentions. Although IE was conceived of as a research tool, the term can also be used to describe techniques deliberately or instinctively used in language teaching and also in the way parents (again instinctively) talk to their children as also the way people alter their speech when talking to non-native speakers who seem to have difficulty in communicating. IE may figure as a deliberate strategy in teaching methods but it has always been present implicitly in standard teaching practice.
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149:
The term "input enhancement" was designed to replace the term 'grammatical consciousness-raising' (CR) because the older term did not allow for enhanced learning that occurs in a natural or accidental setting instead of an academic or purposefully educational setting.
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coined the term to cover techniques used by researchers to make salient selected features of a language for students such as word order, parts of words that express tense, agreement and number for example,
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with the former referring primarily to techniques used in the deliberate teaching of a language and the latter employing ordinary events or situations.
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Sharwood Smith, M. (1991). "Speaking to many minds: On the relevance of different types of language information for the L2 learner".
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Underlining and other attention-catching textural techniques such as boldface, uppercase letters, colour-coding, etc.
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IE includes use of traditional techniques to teach grammar and usage. Sharwood Smith distinguishes
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Sharwood Smith, M. & J. Truscott. (2014) "Explaining input enhancement: a MOGUL perspective".
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Rutherford, W.; Sharwood Smith, M. (1985). "Consciousness-raising and universal grammar".
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Sharwood Smith, M. (1993). "Input enhancement in instructed SLA: Theoretical bases".
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Sharwood Smith, M. (1981). "Consciousness-raising and the second language learner".
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Avoiding vowel reduction typical of rapid or casual speech
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131:Use of gestures, text enhancement such as boldface
128:Less pre-verbal and more post-verbal modification
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314:International Review of Applied Linguistics
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125:Extensive repetition of words and phrases
66:Learn how and when to remove this message
29:This article includes a list of general
122:Using exaggerated stress and intonation
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619:Generative second-language acquisition
294:Studies in Second Language Acquisition
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1087:Bilingualism: Language and Cognition
203:Rutherford & Sharwood Smith 1985
80:Input enhancement (computer science)
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1102:Journal of Second Language Writing
35:it lacks sufficient corresponding
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1066:L2 Syntactic Complexity Analyzer
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119:Slowing down the rate of speech
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1143:Language-teaching methodology
581:Good language learner studies
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566:Language learning strategies
153:
7:
1148:Second-language acquisition
1122:The Modern Language Journal
354:Second-language acquisition
90:second language acquisition
10:
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540:Willingness to communicate
530:Critical period hypothesis
525:Language-learning aptitude
277:10.1177/026765839100700204
144:internal input enhancement
140:external input enhancement
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306:10.1017/s0272263100011943
571:Communication strategies
550:Metalinguistic awareness
545:Foreign language anxiety
265:Second Language Research
507:Word lists by frequency
112:IE techniques include:
50:more precise citations.
629:Interaction hypothesis
614:Dynamic Systems Theory
256:10.1093/applin/6.3.274
235:10.1093/applin/2.2.159
649:Processability theory
604:Comprehensible output
373:Common misconceptions
88:(IE) is a concept in
659:Skill-based theories
654:Order of acquisition
634:Interface hypothesis
517:Individual variation
502:Linguistic universal
456:Contrastive rhetoric
451:Contrastive analysis
78:For other uses, see
1082:Applied Linguistics
1054:Computational tools
722:Notable researchers
644:Noticing hypothesis
461:Error (linguistics)
319:, pp. 253–281.
244:Applied Linguistics
222:Applied Linguistics
191:Sharwood Smith 1981
179:Sharwood Smith 1993
167:Sharwood Smith 1991
94:Mike Sharwood Smith
639:Interface position
490:Linguistic factors
394:Classroom research
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1092:Language Learning
682:Input enhancement
599:Competition model
497:Language transfer
430:Heritage language
86:Input enhancement
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1097:Language Testing
669:In the classroom
624:Input hypothesis
444:Learner language
435:Multi-competence
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300:: 165–179.
48:introducing
1137:Categories
1061:Coh-Metrix
894:MacWhinney
559:Strategies
535:Motivation
229:: 159–68.
213:References
31:references
1004:VanPatten
819:van Geert
739:Bialystok
734:ArgĂĽelles
404:Phonology
399:Education
389:Attrition
382:Subfields
285:145543188
154:Footnotes
1075:Journals
1009:Verspoor
949:Pimsleur
914:Matthews
834:Guardado
829:Grosjean
784:van Dijk
749:Crossley
729:Alderson
418:Learners
1045:EUROSLA
989:Terrell
964:Schmitt
959:Schmidt
909:Matsuda
899:ManchĂłn
859:Krashen
849:Johnson
839:Harding
789:Dörnyei
759:Cumming
744:Carroll
713:CANAL-F
409:Writing
368:Outline
361:General
99:accents
44:improve
1107:System
994:Ullman
979:Storch
974:Slobin
954:Rivers
934:Ortega
929:Nation
919:Meisel
904:Marian
889:Mackey
854:Kormos
844:Jarvis
779:Corder
774:Bygate
764:de Bot
754:Csizér
283:
103:idioms
33:, but
1014:White
984:Swain
944:Polio
884:Lowie
864:Kroll
824:Green
809:Flynn
799:Ellis
794:Ellis
769:Brown
281:S2CID
142:from
107:slang
1019:Wray
999:Vaid
939:Pica
879:Long
814:Gass
708:PLAB
703:DLAB
698:MLAT
105:and
1024:Yip
302:doi
273:doi
252:doi
231:doi
1139::
874:Li
317:52
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