Input enhancement

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Input enhancement (IE) is a concept in second language acquisition. Mike Sharwood Smith coined the term to cover methods language teachers use to clarify details of a second language for students such as accents, idioms and slang.^[1]^[2]

This method makes use of techniques including:

Avoiding vowel reduction typical of rapid or casual speech
Slowing down the rate of speech
Using exaggerated stress and intonation
Extensive repetition of words and phrases
Less pre-verbal and more post-verbal modification
Use of gestures, text enhancement such as boldface
Underlining and the use of video

It differs from similar concepts such as motherese or teacher talk, where the main aim is to teach the language, without emphasizing a native accent. IE includes use of traditional techniques to teach grammar and usage. Sharwood Smith distinguishes external input enhancement from internal input enhancement with the former referring primarily to techniques used in the deliberate teaching of a language and the latter employing ordinary events or situations.

The term "input enhancement" was designed to replace the term 'grammatical consciousness-raising' (CR)^[3]^[4] because the developers believed the older term did not allow for enhanced learning that occurs in a natural or accidental setting instead of an academic or purposefully educational setting.

Footnotes

↑ Sharwood Smith 1991.
↑ Sharwood Smith 1993.
↑ Sharwood Smith 1981.
↑ Rutherford & Sharwood Smith 1985.

References

Sharwood Smith, M. (1981). "Consciousness-raising and the second language learner". Applied Linguistics 2: 159–68.
Rutherford, W.; Sharwood Smith, M. (1985). "Consciousness-raising and universal grammar". Applied Linguistics 6 (2): 274–282.
Sharwood Smith, M. (1991). "Speaking to many minds: On the relevance of different types of language information for the L2 learner". Second Language Research 7 (2): 118–132.
Sharwood Smith, M. (1993). "Input enhancement in instructed SLA: Theoretical bases". Studies in Second Language Acquisition 15: 165–179.

v t e Second-language acquisition (outline)

Learners	Multilingualism Heritage language Multi-competence

Learner language	Contrastive analysis Error (linguistics) Error analysis Error treatment Fossilization Interlanguage Silent period

Linguistic factors	Language transfer Linguistic universals Word lists by frequency

Individual variation	Language learning aptitude Critical period hypothesis Motivation Willingness to communicate Foreign language anxiety Metalinguistic awareness

Strategies	Communication strategies Code-switching Good language learner studies

SLA hypotheses	Skill-based theories Order of acquisition Input hypothesis Interaction hypothesis Comprehensible output Competition model Connectionism Noticing hypothesis Processability theory Interface hypothesis Generative second-language acquisition

In the classroom	Focus on form Input enhancement

Aptitude tests	MLAT DLAB PLAB CANAL-F

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