The learner's developmental level conditions the outcomes of interactional input¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The developmental level of the learner was a considered factor in the developmental outcomes of interaction. → Alison Mackey 1999

Evidence¶

Alison Mackey 1999¶

Alison Mackey. (1999). INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL. Studies in Second Language Acquisition, 21(4). https://doi.org/10.1017/S0272263199004027

q3 · i? · causal · r?

From the abstract of the pretest-posttest study of question formation in ESL: the study considered both active participation and the learner's developmental level as factors in developmental outcomes. No effect size or subgroup statistic is printed in the available text.

"Active participation ininteraction and the developmental level of the learner were considered."

Discussion¶

Related Claims¶

• Active participation in interaction matters for second language developmental outcomes — related
• Bilingual education evaluations have produced uninterpretable data by failing to model child-input by treatment interactions — related
• Learner age/level moderates the benefit of negotiation of meaning: high school learners relied on it more than college learners — a narrower finding that bears on this claim