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Input quality matters: Some comments on input type and age-effects in adult SLA

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Input quality matters: Some comments on input type and age-effects in adult SLA. / Rothman, Jason; Guijarro-Fuentes, Pedro.
In: Applied Linguistics, Vol. 31, No. 2, 31.05.2010, p. 301-306.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Rothman, J & Guijarro-Fuentes, P 2010, 'Input quality matters: Some comments on input type and age-effects in adult SLA', Applied Linguistics, vol. 31, no. 2, pp. 301-306. https://doi.org/10.1093/applin/amq004

APA

Rothman, J., & Guijarro-Fuentes, P. (2010). Input quality matters: Some comments on input type and age-effects in adult SLA. Applied Linguistics, 31(2), 301-306. https://doi.org/10.1093/applin/amq004

Vancouver

Rothman J, Guijarro-Fuentes P. Input quality matters: Some comments on input type and age-effects in adult SLA. Applied Linguistics. 2010 May 31;31(2):301-306. Epub 2010 Feb 18. doi: 10.1093/applin/amq004

Author

Rothman, Jason ; Guijarro-Fuentes, Pedro. / Input quality matters : Some comments on input type and age-effects in adult SLA. In: Applied Linguistics. 2010 ; Vol. 31, No. 2. pp. 301-306.

Bibtex

@article{dab9c440aed54a81ba8efde4ff189587,
title = "Input quality matters: Some comments on input type and age-effects in adult SLA",
abstract = "In accord with the general program of researching factors relating to ultimate attainment and maturational constraints in adult language acquisition, this commentary highlights the importance of input differences in amount, type, and setting between naturalistic and classroom learners of an L2. It is suggested that these variables are often confounded with age factors. Herein, we wish to call attention to the possible deterministic role that the differences in the grammatical quality of classroom input have on development and on competence outcomes. Framing what we see as greater formal complexity of the learning task for classroom learners, we suggest that one might benefit from focusing less on difference and more on how classroom L2 learners, at least some of them, come to acquire all that they do despite crucial qualitative differences in their input.",
author = "Jason Rothman and Pedro Guijarro-Fuentes",
year = "2010",
month = may,
day = "31",
doi = "10.1093/applin/amq004",
language = "English",
volume = "31",
pages = "301--306",
journal = "Applied Linguistics",
issn = "0142-6001",
publisher = "Oxford University Press",
number = "2",

}

RIS

TY - JOUR

T1 - Input quality matters

T2 - Some comments on input type and age-effects in adult SLA

AU - Rothman, Jason

AU - Guijarro-Fuentes, Pedro

PY - 2010/5/31

Y1 - 2010/5/31

N2 - In accord with the general program of researching factors relating to ultimate attainment and maturational constraints in adult language acquisition, this commentary highlights the importance of input differences in amount, type, and setting between naturalistic and classroom learners of an L2. It is suggested that these variables are often confounded with age factors. Herein, we wish to call attention to the possible deterministic role that the differences in the grammatical quality of classroom input have on development and on competence outcomes. Framing what we see as greater formal complexity of the learning task for classroom learners, we suggest that one might benefit from focusing less on difference and more on how classroom L2 learners, at least some of them, come to acquire all that they do despite crucial qualitative differences in their input.

AB - In accord with the general program of researching factors relating to ultimate attainment and maturational constraints in adult language acquisition, this commentary highlights the importance of input differences in amount, type, and setting between naturalistic and classroom learners of an L2. It is suggested that these variables are often confounded with age factors. Herein, we wish to call attention to the possible deterministic role that the differences in the grammatical quality of classroom input have on development and on competence outcomes. Framing what we see as greater formal complexity of the learning task for classroom learners, we suggest that one might benefit from focusing less on difference and more on how classroom L2 learners, at least some of them, come to acquire all that they do despite crucial qualitative differences in their input.

U2 - 10.1093/applin/amq004

DO - 10.1093/applin/amq004

M3 - Journal article

AN - SCOPUS:77951241347

VL - 31

SP - 301

EP - 306

JO - Applied Linguistics

JF - Applied Linguistics

SN - 0142-6001

IS - 2

ER -