Input and Evidence: The raw material of second language acquisition

By S. Carroll. 2001

389 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/205cb17d80fe695d8f4d25d933dcb36a974addbf

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1. R. Ellis
2. R. Lyster
3. Younghee Sheen
4. S. Loewen
5. Masatoshi Sato
6. Hossein Nassaji
7. Kazuya Saito
8. Yingli Yang

Citations in the corpus

• Phonological memory and rule learning (2003, methodology): “Once the child has realized that particular forms, such as determiners, are indicators of gender class, these can be used to assign an abstract gender feature to the nouns with which they occur in the input (S. Carroll, 2001, pp. 357–362).”
• Acquisition by processing: A modular perspective on language development (2004, background): “Carroll (1999, 2001) reviews the literature on L2 input processing and concludes that the standard assumption, based on Corder’s (1967) input–intake distinction, according to which ‘perception is regulated only by attention, which in turn is regulated by intention’ (Carroll, 1999, p. 343), is not…”
• THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, background): “This process represents the start of possible cognitive change (Sachs & Suh, 2007 ) in or restructuring 2 (Carroll, 2001 ; Gass, 1984 ; Selinker, Kim, & Bandi-Rao, 2004 ) of the learner’s interlanguage system and allows for subsequent learning.”
• REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION (2006, background): “…also through explicit grammar teaching+ We have already seen that the whole question of the role of negative evidence in SLA is controversial ~see Carroll, 2001, and Long, 1996!, but this is not our current concern+ Here we consider whether recasts constitute a source of negative…”
• Exposure and input in bilingual development (2017, unknown): “See Carroll (2001) for discussion.”
• Grammatical processing in language learners (2006, unknown): “…or ideas about grammatical processing in language learners (see, e.g., Crain & Wexler, 1999; Fodor, 1998a, 1999, for children; Andersen, 1993; Carroll, 2001; Clahsen, 1984; Gregg, 2003; Hulstijn, 2002; Pienemann, 1998; VanPatten, 1996, for L2 learners), while at the same time providing…”
• Plural-marking in L2 Korean: A feature-based approach (2013, background): “Finally, even if it were provided, we do not know the extent to which such instruction would be effective in grammar restructuring; see Carroll, 2001; Schwartz, 1993.”
• EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS (2010, background): “For some researchers, explicit feedback involves the indication that an error has been made (referred to as explicit rejection in Carroll, 2001 , and Carroll & Swain, 1993 ); for others, it also includes metalinguistic information (Ellis et al., 2006), the correct form (Lyster & Ranta, 1997), or…”
• Some thoughts on the contrastive analysis of features in second language acquisition (2009, background): “(This is what Chomsky refers to as ‘parameter-setting’, although, as I have discussed above, that particular terminology sweeps the actual nuts-and-bolts problem of acquiring a particular-language/idiolectal grammar under the rug; for even more extensive discussion, see Carroll, 2001.) The paradigm ”
• The Evidence is IN: Drills are OUT (2003, background): “(See also the discussions by Carroll, 2001; Skehan, 1998; and Jordens, 1995.)”
• Bilingual language acquisition and theories of diachronic change: Bilingualism as cause and effect of grammatical change* (2010, background): “Raw data do not function as input for learners, they are merely acoustic events (in case of oral productions); only once they have been assigned a structural interpretation by learners, will they serve as input for learning processes; see Carroll (2001).”
• Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, background): “Implicit feedback in these studies has typically taken the form of recasts (Carroll, 2001; Carroll & Swain, 1993; Kim & Mathes, 2001; Leeman, 2003; Lyster, 2004).”