Assessing the Impact of Input Enhancement in Second Language Education: Evolution in Theory

Key Information

Assessing the Impact of Input Enhancement in Second Language Education: Evolution in Theory, Research and Practice, By Carolyn Gascoigne

2005 [ISBN: 1-58107-123-X; 196 pages; 5 ½ x 8 ½ inch; soft cover] $22.95


AIIESLEwebCovThis edited volume assembles a series of articles and essays that address the impact of input enhancement (formerly consciousness raising), on current second language acquisition (SLA) theory, research, and practice. It represents a cogent and timely assembly of the implications of input enhancement on the second language teaching profession composed by experts in the field. While serving as a pedagogical tool for language educators at all levels of instruction, it is also a practical resource for students and researchers in education and applied linguistics interested in the role of salience, attention, and awareness in language learning. A Topics for Discussion section allows this volume to serve also as a textbook for undergraduate and graduate courses in language education and applied linguistics.


Assessing the Impact of Input Enhancement in Second Language Education proposes a varied and representative number of perspectives on the theory and practice of input enhancement for language teachers, reconciling thus the monumental gap that exists in current approaches to the teaching of communication and form. This volume of essays will have a tremendous impact on the ongoing discussion of how to process the teaching of grammar more effectively, taking into account the role of students’ attention, awareness, and consciousness of implicit grammatical structures and that of teachers’ metalanguage, feedback, and error correction.”

Prof. Levelson Reis
Otterbein College, Columbus, OH

“As second and foreign language teachers everywhere continue to pursue best practices, Gascogne’s volume provides a timely tome on the role of input enhancement.  In light of the communicative age, Gascoigne’s volume revisits the role of input as an important component of language acquisition and demonstrates that it can improve communication and competence when expertly handled. Gascoigne has assembled a collection from top scholars and researchers to do just that, making this a vital addition to the field.”

Prof. Rebecca Chism
See Kent State University

The Contents

Carolyn Gascoigne, University of Nebraska at Omaha
Chapter 1. A History of Input Enhancement: Defining an Evolving Concept
Charlene Polio, Michigan State University
Chapter 2. Salience as a Concept in Cognitive Psychology
Roger J. Kreuz & Gina M. Caucci, University of Memphis
Chapter 3. Input Enhancement in Classroom-Based SLA Research: An Attentional Perspective
Ronald P. Leow, Georgetown University
Chapter 4. Focus on Form Through Recasts in Dyadic Student-Teacher Interaction: A Case for Recast Enhancement
Hossein Nassaji, University of Victoria
Chapter 5. Saliency in Second Language Listening and Reading
Mark H. Overstreet, Dickinson College
Chapter 6. Processing Instruction and Structured Input as Input Enhancement
Wynne Wong, Ohio State University
Chapter 7. The Role of Interaction in Input Enhancement
Jessica Williams, University of Illinois at Chicago
Claudia Fernández, DePaul University
Chapter 8. Complementary Roles for Input and Output Enhancement in Form-Focused Instruction
Roy Lyster, McGill University
Chapter 9. Input Enhancement by Natural Language Processing
Noriko Nagata, University of San Francisco
Chapter 10. Some Thoughts on The Future of Research on Input Enhancement
Bill VanPatten, University of Illinois at Chicago

The Author

Carolyn Gascoigne holds a PhD in French and Second Language Acquisition from Florida State University and is an associate professor and chair of the Department of Foreign Languages at the University of Nebraska at Omaha. She has published over 40 refereed articles on various facets of the language teaching and learning process, edited a volume on foreign language program articulation, and authored a book on the changing role grammar in the second language classroom.


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