Chapter 4. Enhanced incidental learning
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Ilaria Borro
Abstract
This chapter will focus on theory and research into enhanced incidental learning (EIL), which is an approach to facilitating learning from input. The chapter will draw comparisons between EIL and input enhancement (IE). Input enhancement (Sharwood-Smith, 1981, 1993) consists of overt increases in the perceptual salience of target items, and is intended to improve noticing. The possibility that input enhancement may only result in improved explicit knowledge will be examined. In contrast, EIL does not entail changes to the input itself, but covert modifications of the conditions under which the input is processed (Long, 2017). There will be discussion of existing empirical results which suggest EIL may give rise to implicit knowledge by means of detection rather than noticing.
Abstract
This chapter will focus on theory and research into enhanced incidental learning (EIL), which is an approach to facilitating learning from input. The chapter will draw comparisons between EIL and input enhancement (IE). Input enhancement (Sharwood-Smith, 1981, 1993) consists of overt increases in the perceptual salience of target items, and is intended to improve noticing. The possibility that input enhancement may only result in improved explicit knowledge will be examined. In contrast, EIL does not entail changes to the input itself, but covert modifications of the conditions under which the input is processed (Long, 2017). There will be discussion of existing empirical results which suggest EIL may give rise to implicit knowledge by means of detection rather than noticing.
Chapters in this book
- Prelim pages i
- Table of contents v
- In memory of Professor Michael H. Long (1945–2021) vii
- Acknowledgements ix
- Preface xi
- About the editor and contributors xix
- Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
- Chapter 2. Taking the Long view 9
- Chapter 3. Stabilization 29
- Chapter 4. Enhanced incidental learning 77
- Chapter 5. The uncertainty principle in second language acquisition 101
- Chapter 6. Tandem interaction enhancement 113
- Chapter 7. Immediate versus delayed oral negative feedback 127
- Chapter 8. A calculus for L1 transfer 143
- Chapter 9. Age of acquisition in second language thinking 177
- Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
- Chapter 11. Performance on second language speaking tasks 211
- Chapter 12. A task-based needs analysis framework for TBLT 235
- Chapter 13. Can focus on form have an effect on language development? 257
- Index 273
Chapters in this book
- Prelim pages i
- Table of contents v
- In memory of Professor Michael H. Long (1945–2021) vii
- Acknowledgements ix
- Preface xi
- About the editor and contributors xix
- Chapter 1. The legacy of Professor Michael H. Long and his influence in second language acquisition 1
- Chapter 2. Taking the Long view 9
- Chapter 3. Stabilization 29
- Chapter 4. Enhanced incidental learning 77
- Chapter 5. The uncertainty principle in second language acquisition 101
- Chapter 6. Tandem interaction enhancement 113
- Chapter 7. Immediate versus delayed oral negative feedback 127
- Chapter 8. A calculus for L1 transfer 143
- Chapter 9. Age of acquisition in second language thinking 177
- Chapter 10. Age effects in naturalistic and instructed second language acquisition 197
- Chapter 11. Performance on second language speaking tasks 211
- Chapter 12. A task-based needs analysis framework for TBLT 235
- Chapter 13. Can focus on form have an effect on language development? 257
- Index 273
