Interactionally adjusted and premodified input yield statistically comparable comprehension overall, with negotiation benefiting lower-ability learners¶

Claim · All claims
Evidence · 1 study · review r2 · 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? Pica (1989) found no statistically significant comprehension difference between interactionally adjusted (88%) and matched premodified (81%) input, but a post-hoc analysis showed interaction benefited learners rated lower in comprehension ability. → 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 · r2

The review reports Pica's (1989) follow-up comparing interactionally generated input with premodified input matched for amount of original and repeated input and presentation time, so conditions differed only in negotiation opportunity. The overall difference was not significant; a post-hoc analysis favoured interaction for lower-rated learners.

"The premodified and interactionally adjusted input resulted in comprehension scores of 81% and 88% respectively a difference that was not statistically significant."

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

• The quality rather than the quantity of interactional modifications predicts comprehensible input — related
• Interactionally modified input aids comprehension but shows no advantage for retention among beginner learners — related
• In college groups, negotiation of meaning made no difference to comprehensible input obtained in the match task — related
• Negotiated interaction yields higher moment-to-moment comprehension of L2 input than either noninteraction condition, which do not differ from each other — related
• In high school groups, learners with negotiation of meaning obtained more comprehensible input in the match task than learners with pre-modified input only — related