Dialogue journals inherently meet conditions deemed necessary for second language acquisition¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Dialogue journals provide meaningful communication, comprehensible input, output opportunities, and interaction, conditions researchers identify as necessary for second language acquisition. → Kimberly Miller Linnell 2010

Evidence¶

Kimberly Miller Linnell 2010¶

Kimberly Miller Linnell. (2010). Using Dialogue Journals to Focus on Form. Journal of Adult Education Information Series, No. 1, Vol. 39. https://eric.ed.gov/?id=EJ891083

q1 · i? · theoretical · r2

Theoretical argument by the author, citing second language acquisition research (Ellis, Krashen, Long), that dialogue journals satisfy requisite acquisition conditions: "meaningful communication", comprehensible input slightly above current proficiency, output, and interaction. No empirical data are reported.

"they are ideally suited for language learning, meeting many of the conditions deemed necessary for the acquisition of a second language"

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• There is no direct evidence that comprehensible input is necessary for L2 acquisition; the input hypothesis remains untested — reports the opposite
• Khanmigo fully supports the language learning potential criterion through abundant input, extended output, adaptive feedback, and negotiation of meaning — related
• Comprehensible input in natural language contexts is presented as essential to second language acquisition — a broader claim this one bears on
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related
• Student-centered writing environments are argued to lower anxiety, increase confidence, and provide natural language contexts — a broader claim this one bears on
• Syntactic rather than semantic processing of input is essential for correcting incomprehensible output — related
• Pushing for comprehensible output drives understanding and assimilation of comprehensible input — related
• Practice defined as meaningful language use plus effortful practice of difficult features is beneficial and even essential for second language acquisition — related