Interactionally modified input aids comprehension but shows no advantage for retention among beginner learners¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 1991 · 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 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Loschky (1989) found a clear comprehension advantage for interactionally modified input over baseline and premodified input in L2 Japanese beginners, but no advantage for retention of locative structures. → Ellis 1991

Evidence¶

Ellis 1991¶

Ellis, Rod. (1991). The Interaction Hypothesis; A Critical Evaluation. ERIC Document ED 338 037. https://eric.ed.gov/?id=ED338037

q2 · i? · review · r3

The review reports Loschky's (1989) three-group study of L2 Japanese beginner learners receiving baseline, premodified, or interactionally modified input for locative markers, with immediate comprehension tests and aural recognition and sentence-verification retention tests. No effect size is printed; a comprehension-vocabulary gain correlation was non-significant.

"The results demonstrated a clear advantage for the group that received interactionally modified input where comprehension was concernad,but no advantage for retention."

Discussion¶

Related Claims¶

• Conversational interaction facilitates second language grammatical development in adult ESL learners — the general claim this finding bears on, with the studies behind it

• Linguistic simplification of math word problems can improve performance, particularly among English language learners and students from low-socioeconomic backgrounds — the general claim this finding bears on, with the studies behind it

• Interactionally adjusted and premodified input yield statistically comparable comprehension overall, with negotiation benefiting lower-ability learners — related
• There is no direct evidence that comprehensible input is necessary for L2 acquisition; the input hypothesis remains untested — related
• Differences in moment-to-moment comprehension do not correlate with gains in vocabulary recognition or acquisition of Japanese locative structures — related
• All three input/interaction conditions produced significant gains in vocabulary recognition and acquisition of Japanese locative structures — related
• Negotiated interaction yields higher moment-to-moment comprehension of L2 input than either noninteraction condition, which do not differ from each other — related