Informal evidence that adults do not automatically process input to develop competence reopens the role of grammar instruction (as reported by the bibliography, citing Terrell)¶

Claim · All claims
Evidence · 1 study · review r1 · q1
Currency · newest study 1993 · 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 an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Within discussion of Krashen's input-based model, informal evidence indicates adults do not automatically process input to develop competence, and three ways grammar instruction might affect acquisition are put forward. → Kotapish 1993

Evidence¶

Kotapish 1993¶

Kotapish, Carl E. (1993). The Place of Grammar in the ESL/EFL Classroom: An Annotated Bibliography. https://eric.ed.gov/?id=ED376699

q1 · i? · review · r1

The bibliography reports, citing Terrell (1991), a discussion of Krashen's model in which processing of input, not grammar instruction, plays the key role in second language learning. The annotation notes the informal evidence and that three ways grammar instruction might affect acquisition are proposed; no effect size is printed.

"However, some informal evidence exists that indicate that adults do not automatically process input in order to develop competence. This evidence again resurrects the question as to the role of grammar in second language acquisition."

Discussion¶

Related Claims¶

• Successes of form-focused manipulation of input in adult L2 are illusory with respect to linguistic competence, affecting only performance — reports the opposite
• A 1982 bilingual-education teacher-training packet asserts, citing Krashen, that repetitive drill and grammar-focused instruction are ineffective for second language acquisition — reports the opposite
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related
• Comprehensible input in natural language contexts is presented as essential to second language acquisition — related
• Conversational interaction facilitates second language grammatical development in adult ESL learners — related
• A 1999 conference paper reports, citing Ellis and LaPorte (1997), that instruction has little or no effect on the route of L2 acquisition — related
• Automatization of L2 skills requires extensive practice in a consistent environment, not repetition of grammar rules as in traditional exercises — related
• A 1999 conference paper reports, citing White (1991) and Schwartz and Gubala-Ryzak (1992), that explicit negative evidence on English adverb placement produced only superficial change in French learners — related