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Two Types of Input Modification and EFL Reading Comprehension: Simplification versus Elaboration
9 references·16 citing·41 second hop
Two Types of Input Modification and EFL Reading Comprehension: Simplification versus Elaboration (2001)Two Types of Input Modification and EFL R…From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms (1997)From Reader to Reading Teache…Comprehensible Input and Second Language Acquisition (1994)Comprehensible Input and Seco…Input Enhancement in Instructed SLA (1993)Input Enhancement in Instruct…The Effect of Speech Modification, Prior Knowledge, and Listening Proficiency on EFL Lecture Learning (1992)The Effect of Speech Modifica…Attending to Form and Content in the Input (1990)Attending to Form and Content…Input in Second Language Acquisition (1986)Input in Second Language Acqu…Classroom Oriented Research in Second Language Acquisition (1985)Classroom Oriented Research i…Teaching reading skills in a foreign language (1982)Teaching reading skills in a …INPUT, INTERACTION, AND SECOND‐LANGUAGE ACQUISITION (1981)INPUT, INTERACTION, AND SECON…Pedagogical Realities of Implementing Task-based Language Teaching (2022)Pedagogical Realities of Impl…The Impact of Authentic Materials on Reading Comprehension, Motivation, and Anxiety Among Iranian Male EFL Learners (2021)The Impact of Authentic Mater…The Cambridge Handbook of Task-Based Language Teaching (2021)The Cambridge Handbook of Tas…Task-Based Language Learning (2019)Task-Based Language LearningOptimal input for language learning: Genuine, simplified, elaborated, or modified elaborated? (2019)Optimal input for language le…Examining multifaceted sources of input (2018)Examining multifaceted source…Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas (2016)Mode in Theoretical and Empir…What's so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing (2014)What's so simple about simpli…Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners (2014)Complex Text and New Common S…Task-Based Language Teaching (2013)Task-Based Language TeachingGlossing and Second Language Vocabulary Learning (2012)Glossing and Second Language …Effect of Frequency and Idiomaticity on Second Language Reading Comprehension (2011)Effect of Frequency and Idiom…Understanding Advanced Second-Language Reading (2010)Understanding Advanced Second…The role of linguistic knowledge in word-meaning inferencing (2008)The role of linguistic knowle…Content schemata, linguistic simplification, and EFL readers’ comprehension and recall (2007)Content schemata, linguistic …Designing a Task-Based Syllabus (2003)Designing a Task-Based Syllab…Corpus, Concordance, Collocation (1992)A New Academic Word List (2000)Learning Vocabulary in Another Language (2001)Discipline and Level Specificity in University Students' Written Vocabulary (2013)How much collocation knowledge do L2 learners have? (2015)Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning (2016)Questions and politeness : strategies in social interaction (1978)Group Work, Interlanguage Talk, and Second Language Acquisition (1985)Research on Negotiation: What Does It Reveal About Second‐Language Learning Conditions, Processes, and Outcomes? (1994)Language and Culture (2014)Talking to children: language input and acquisition. Edited by Catherine E. Snow and Charles A. Ferguson. Cambridge: University Press, 1977. Pp. x, 369. $16.95. (1979)The Input Hypothesis: Issues and Implications (1985)Language Learning Strategies: What Every Teacher Should Know (1991)The Relation Between Assessment Practices and Outcomes of Studies: The Case of Research on Prior Knowledge (1999)How Including Prior Knowledge As a Subject Variable May Change Outcomes of Learning Research (2004)Journal of Institutional Research (2006)Principles and Practice in Second Language Acquisition (1983)The Role of Consciousness in Second Language Learning1 (1990)Explicit Instruction and Input Processing (1993)Form-Focussed Instruction and Second Language Acquisition: A Review of Classroom and Laboratory Research (1997)What Makes Learning Second‐Language Grammar Difficult? A Review of Issues (2005)ASPECTS OF THE THEORY OF SYNTAX (1964)Rules and Representations. (1982)Attention, Memory, and the “Noticing” Hypothesis (1995)Introduction: Investigating Form‐Focused Instruction (2001)The Input Hypothesis: Issues and Implications (1986)THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS (1999)Incidental and Intentional Learning (2003)A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition (2010)Top Ten Principles for Teaching Extensive Reading (2002)THE USE OF AUTHENTIC MATERIALS IN THE TEACHING OF READING (2006)Materials development for language learning and teaching (2012)The Role of the Linguistic Environment in Second Language Acquisition (1996)CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research (1997)READING PROFICIENCY, READING STRATEGIES, METACOGNITIVE AWARENESS AND L2 READERS (2001)How assessing reading comprehension with multiple-choice questions shapes the construct: a cognitive processing perspective (2006)The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension (2013)Adults' language learning strategies in an intensive foreign language program in the United States (1995)Anxiety in Chinese EFL students at different proficiency levels (2006)Language Emergence: Implications for Applied Linguistics--Introduction to the Special Issue (2006)
this work references cited by second hop

References

  • 1986Input in Second Language Acquisition2,332 cited
  • 1981INPUT, INTERACTION, AND SECOND‐LANGUAGE ACQUISITION1,259 cited
  • 1982Teaching reading skills in a foreign language943 cited
  • 1993Input Enhancement in Instructed SLA835 cited
  • 1990Attending to Form and Content in the Input629 cited
  • 1985Classroom Oriented Research in Second Language Acquisition378 cited
  • 1992The Effect of Speech Modification, Prior Knowledge, and Listening Proficiency on EFL Lecture Learning248 cited
  • 1997From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms247 cited
  • 1994Comprehensible Input and Second Language Acquisition241 cited

Cited by

  • 2011Effect of Frequency and Idiomaticity on Second Language Reading Comprehension192 cited
  • 2010Understanding Advanced Second-Language Reading180 cited
  • 2012Glossing and Second Language Vocabulary Learning141 cited
  • 2021The Cambridge Handbook of Task-Based Language Teaching128 cited
  • 2003Designing a Task-Based Syllabus106 cited
  • 2016Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas105 cited

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  • 2013Task-Based Language Teaching102 cited
  • 2022Pedagogical Realities of Implementing Task-based Language Teaching94 cited
  • 2021The Impact of Authentic Materials on Reading Comprehension, Motivation, and Anxiety Among Iranian Male EFL Learners84 cited
  • 2019Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated?74 cited
  • 2014What's so simple about simplified texts? A computational and psycholinguistic investigation of text comprehension and text processing64 cited
  • 2008The role of linguistic knowledge in word-meaning inferencing63 cited
  • 2019Task-Based Language Learning61 cited
  • 2014Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners55 cited
  • 2007Content schemata, linguistic simplification, and EFL readers’ comprehension and recall46 cited
  • 2018Examining multifaceted sources of input42 cited