THE ROLES OF MODIFIED INPUT AND OUTPUT IN THE INCIDENTAL ACQUISITION OF WORD MEANINGS

Rod Ellis · Xien He

448 citations0/0 files storedStudies in Second Language Acquisition

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Subtitles and Audiovisual Media

Abstract

This article reports an experimental study of the differential effects of premodified input, interactionally modified input, and modified output on the comprehension of directions in a listen-and-do task and the acquisition of new words embedded in the directions. The modified output group achieved higher comprehension and vocabulary acquisition scores than either of the input groups. There was no difference between the premodified and interactionally modified input groups. The advantage of the modified output group is explained in terms of the qualitatively superior dialogic interaction that occurred in this condition rather than in terms of actual language production.

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References

1995Three functions of output in second language learning 1989Comprehensible Output as an Outcome of Linguistic Demands on the Learner 1987The Impact of Interaction on Comprehension 1995Sociocultural Theory and Second Language Acquisition 1994Comprehensible Input and Second Language Acquisition

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