By Rebekah Rast

This booklet provides the main accomplished examine so far of the start line of moment language acquisition. With its specialise in the language enter that newbies obtain and what they do with this enter, the research sheds mild on questions nonetheless unanswered in moment language acquisition literature, comparable to what wisdom is dropped at the purchase strategy and the way novices use this data to procedure new linguistic details.

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Studies on feedback and correction reveal a teaching effect on the feedback items, but only certain types of feedback help learners generalise. Carroll (2001: 341) concludes that, ‘Adult learners can learn abstract linguistic generalizations on the basis of various types of explicit and implicit feedback and are not restricted to instance-based learning or modeling’. It appears, therefore, that there is an effect of learning on feedback items, but that further research is needed to identify under what conditions feedback and correction lead to acquisition.

The main contribution of Levelt’s model to the study of input processing at the beginning stages of acquisition lies in its ability to predict the information that will be processed by the speaker (or the learner in our case). What is important is not merely the linguistic environment, but also the interaction between this environment and the learner’s stored knowledge, and the functioning of specific processes that are consciously or unconsciously managed by the learners themselves. De Bot’s model makes an important contribution to the field in that it proposes an explanation for how learners’ languages are selected and activated.

Through analysis of the data presented in this book, we attempt to provide further insight into the role these factors play in the L2 acquisition process. Conclusion The aim of this chapter was to provide an overview of SLA theories, models and frameworks concerned with the role played by the linguistic Part 1: Theoretical Preliminaries 28 environment (input) in L2 acquisition and the learner’s interaction with this input, that is, the transformation of this input into something that can be used for further processing.

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