A shared belief that input plays an important role in second language (L2) acquisition is widely held in both theory and practice. Despite prominent diver- gences in the importance it is assigned in different theoretical frameworks, scho- lars are in agreement on the fact that no language can be acquired without expo- sure to input. Accordingly, the objectives of this paper are: to point to some of the common problems researchers encounter as regards explorations into input and its influence on achievement, on the basis of relevant L2 acquisition literature; to propose directions of future research based on the conclusions drawn; and to underline possible implications for foreign language teaching and learning. We conclude that a paradigm shift towards more complex models of input is requi- red with regard to theory, that researchers should strive to apply more methodo- logically rigorous measurements of input and achievement, and that the results obtained in empirical research should be directly incorporated into textbooks and (pre- and in-service) teacher guides.

Input i postignuće u usvajanju stranog jezika

Maja Miličević Petrović
;
2019

Abstract

A shared belief that input plays an important role in second language (L2) acquisition is widely held in both theory and practice. Despite prominent diver- gences in the importance it is assigned in different theoretical frameworks, scho- lars are in agreement on the fact that no language can be acquired without expo- sure to input. Accordingly, the objectives of this paper are: to point to some of the common problems researchers encounter as regards explorations into input and its influence on achievement, on the basis of relevant L2 acquisition literature; to propose directions of future research based on the conclusions drawn; and to underline possible implications for foreign language teaching and learning. We conclude that a paradigm shift towards more complex models of input is requi- red with regard to theory, that researchers should strive to apply more methodo- logically rigorous measurements of input and achievement, and that the results obtained in empirical research should be directly incorporated into textbooks and (pre- and in-service) teacher guides.
Maja Miličević Petrović; Jelena Grubor
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11585/775358
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