Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated?

2019/12/23 by Michael H. Long
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Second Language Acquisition and Learning #Second Language Learning and Teaching

paper · doi:10.1017/s0261444819000466

openalex publication_date 2019/12/23 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25

Abstract

Discussions of optimal types of spoken and written input for language learning have traditionally focused on the relative merits of authentic and linguistically simplified spoken and written texts. I will argue that elaborated input and, in particular, modified elaborated input, constitute better options, with tasks, not just texts, functioning as important input sources. Modified elaborated input, potentially coupled with bimodal presentation, has many positive features, especially, but not only, for programs seeking to increase students' opportunities for enhanced incidental learning.

Citations

• Incidental Learning of Collocation
• THE SIGNIFICANCE OF LEARNER'S ERRORS

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