Input-Driven Language Learning

Harrington, Michael; Dennis, Simon

doi:10.1017/s0272263102002103

Cited by 12 publications

(13 citation statements)

References 34 publications

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“…In terms of language input, the finding of this current study is consistent with the result of a study conducted by Harrington and Dennis (2002). The result of their investigation of input-driven in second language learning indicated that task frequency played an essential role in the acquisition of the second language (Wang, 2010).…”

Section: Features Of Language Inputsupporting

confidence: 90%

“…Most scholars and researchers in the area of second language acquisition justify that the three variables above have a significant contribution in developing EFL learners' language acquisition. A study conducted by Harrington and Dennis (2002), taking into account language input, concluded that the task frequency played an essential role in the input-driven approach and language learning process. It indicates that pre-modified input by utilizing frequency task significantly facilitates the EFL learners' comprehension.…”

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confidence: 99%

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Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.

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Section: Features Of Language Inputsupporting

confidence: 90%

mentioning

confidence: 99%

Language input, learning environment, and motivation of a successful EFL learner

Nugroho¹,

Zamzami

Ukhrowiyah

2020

JEFL

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“…To be sure, the APT escapes the considerable induction problem facing input-driven approaches by assuming UG as a direct constraint on learning (Harrington and Dennis, 2002). But the a priori assumption of a guiding role in learning for these abstract linguistic principles is at fundamental odds with the aims and the logic of the CM approach.…”

Section: Learningmentioning

confidence: 99%

Acquisition by processing: A modular perspective on language development

2004

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The paper offers a model of language development, first and second, within a processing perspective. We first sketch a modular view of language, in which competence is embodied in the processing mechanisms. We then propose a novel approach to language acquisition (Acquisition by Processing Theory, or APT), in which development of the module occurs as a natural product of processing activity, without any acquisition mechanisms as such. The approach is illustrated and explicated through examples of the development of content words, derivational morphology, the functional category I with its variable features, and Case and thematic roles, as well as apparent cross-linguistic variation in processing strategies and the status of bootstrapping in the model. We then examine some possible applications to issues in second language acquisition – noticing the gap, the initial state, transfer, and the apparent limits of SLA – and finally offer a broader perspective on the model: its scope, its relations to other approaches, and its possible limits.

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“…As noted earlier, polysemous words tend to be highly frequent. Frequency is important for both individual experiences (such as task frequency) and linguistic experiences (distributional frequency; Harrington & Dennis, 2002). In consideration of linguistic experiences, frequency is important not only for lexical acquisition but also for the acquisition of syntax, phonology, and morphology.…”

Section: Introductionmentioning

confidence: 99%

The Development of Polysemy and Frequency Use in English Second Language Speakers

2010

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Spoken language data were collected from six adult second language (L2) English learners over a year-long period in order to explore the development of word polysemy and frequency use. The data were analyzed both quantitatively and qualitatively. In the first analysis, the growth of WordNet polysemy values and CELEX word frequency values were examined. For both indexes, significant growth was demonstrated from the 2nd to the 16th week of observation, after which values remained stable. Growth in word polysemy values also correlated with changes in word frequency, supporting the notion that frequency and polysemy effects in word use are related. A second analysis used the WordNet dictionary to explore qualitative changes in word sense use concerning six frequent lexical items in the learner corpus (think, know, place, work, play, and name). A qualitative analysis compared normalized frequencies for each word sense in the first trimester of the study to the later trimesters. Differences in the number of word senses used across trimesters were found for all six words. Analyses 1 and 2, taken together, Crossley, Salsbury, and McNamara Polysemy and Frequency Use in English L2 Speakers support the notion that L2 learners begin to use words that have the potential for more senses during the first 4 months; learners then begin to extend the core meanings of these polysemous words. These findings provide further insights into the development of lexical proficiency in L2 learners and the growth of lexical networks.

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Input-Driven Language Learning

Cited by 12 publications

References 34 publications

Language input, learning environment, and motivation of a successful EFL learner

Language input, learning environment, and motivation of a successful EFL learner

Acquisition by processing: A modular perspective on language development

The Development of Polysemy and Frequency Use in English Second Language Speakers

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