Waqas Ahmad is a Master’s Degree student in English Education at Sebelas Maret University Surakarta, Indonesia. A gold medalist in English Studies from Pakistan, he specializes in SLA and digital language learning. His work explores IDLE, FLCA, and pedagogical innovations for enhancing EFL instruction. Email: waqas@student.uns.ac.id 

 

What is Input Enhancement (IE)?

Input Enhancement (IE) is an essential concept in Second Language Acquisition (SLA) that aims to help learners notice specific forms in the input. According to Sharwood Smith (1993), IE involves consciously manipulating the salience of target forms in language input, either through modifications of written text (e.g., bolding or underlining), auditory signals (e.g., changes in intonation), or visual enhancement. The purpose is to draw learners' attention to the formal aspects of the language during meaning-focused activities, enabling them to process and eventually acquire these forms.

SLA identifies consciousness as a key factor in learning. Schmidt’s (1995) Noticing Hypothesis suggests that learners must consciously notice linguistic forms to incorporate them into their interlanguage systems. However, VanPatten’s (1996) Input Processing Hypothesis highlights that learners tend to prioritize meaning over form. Input Enhancement addresses this issue by incorporating explicit focus on form within communicative contexts, enabling students to develop grammatical precision without losing fluency. Balancing focus on form (FoF) and focus on meaning (FoM) is a nuanced challenge in SLA. FoF emphasizes accuracy and structural correctness, while FoM prioritizes fluency and communicative intent. Overemphasis on either can hinder language development: too much FoM may lead to fossilization of errors, and excessive FoF can inhibit fluency. Input Enhancement provides a means to balance these aspects by subtly drawing attention to grammar without disrupting communication. This section demonstrates how teachers can create lessons fostering both accuracy and fluency through practical examples of Input Enhancement strategies in action.

Input Enhancement involves techniques that make specific linguistic forms more noticeable in the input learners receive. These techniques aim to help learners notice target structures without disrupting the overall flow or meaning of communication. The approach is grounded in Krashen’s (1987) Input Hypothesis, which posits that learners acquire language through exposure to comprehensible input slightly beyond their current competence (i+1). However, mere exposure is insufficient; input must be organized to highlight significant linguistic features, facilitating the noticing and processing essential for acquisition.

 

Examples of Input Enhancement techniques

1. Bolding, Underlining, or Highlighting: Visual techniques that emphasize specific words, phrases, or grammatical constructions in written text. For instance, bolding past tense verbs in a reading exercise highlights their usage.

2. Repetition: Presenting target linguistic forms multiple times in varied contexts to facilitate their recognition and use.

3. Color-Coding: Assigning colors to different grammatical categories (e.g., blue for verbs, green for nouns) to help learners distinguish them.

4. Target Forms in Context: Embedding new language elements in meaningful contexts to help learners associate the form with meaning.

 

Input Enhancement and SLA theories 

Input Enhancement aligns with prominent SLA theories, including Krashen’s (1987) Input Hypothesis and Schmidt’s (1995) Noticing Hypothesis. Krashen emphasizes the need for comprehensible input slightly above learners’ current proficiency levels, which Input Enhancement facilitates by highlighting target forms. Schmidt’s hypothesis underscores the necessity of consciously noticing linguistic forms for acquisition. Input Enhancement techniques increase the salience of specific forms, helping learners focus their attention on crucial linguistic features without overwhelming them.

 

The role of focus on form and meaning in SLA

FoF and FoM play complementary roles in SLA. FoF involves explicit attention to linguistic features, often in response to learners’ errors or clarification needs (Long, 1991). It aids learners in understanding and correctly using language structures. FoM emphasizes communication and fluency, encouraging learners to engage in tasks like discussions and storytelling (Ellis, 2003). A balanced approach integrating FoF and FoM ensures holistic language development, addressing both grammatical accuracy and communicative competence.

 

Balancing FoF and FoM

Overemphasis on the form can lead to performance anxiety and inhibit fluency, while excessive focus on meaning may result in fossilized errors. Research (e.g., Ellis, 2003; Ziegler & González-Lloret, 2022) supports a balanced approach, showing that integrating FoF and FoM enhances grammatical accuracy and fluency. Such integration enables learners to sustain meaningful communication while refining their linguistic accuracy.

 

Lesson design: Input Enhancement strategies 

To achieve a balance between FoF and FoM, lesson designs can incorporate Input Enhancement strategies such as:

1. Textual Enhancement: Highlighting specific forms in reading materials using bolding, underlining, or highlighting. For example, emphasizing past tense verbs in a narrative helps learners notice and understand their usage.

2. Task-Based Input Enhancement: Embedding grammar focus within communicative tasks, such as role-plays requiring conditional sentences (e.g., “If I were you, I would…”).

3. Interactive Feedback: Providing form-focused feedback during communication-focused tasks without disrupting the flow. For instance, correcting a learner’s verb tense during a discussion in a seamless manner.

 

Input Enhancement across modalities 

Input Enhancement can be applied to various modalities:

• Listening: Audio materials highlighting specific structures (e.g., repeated use of modals) help learners notice and internalize these forms.

• Speaking: Scaffolding strategies, such as modeling complex sentences, encourage accurate use of forms during oral activities.

• Reading and Writing: Highlighting target structures in texts and providing corrective feedback in writing tasks enhance grammatical awareness and accuracy.

 

Challenges in implementing Input Enhancement

1. Avoiding Learner Overload: Overloading learners with too many enhanced forms can lead to confusion and frustration. Gradually increasing task complexity and focusing on key forms can mitigate this issue.

2. Balancing Grammar Focus with Communication: Teachers must ensure that grammar instruction does not overshadow meaningful communication. Flexibility and careful planning are crucial to integrating form and meaning effectively.

Input Enhancement supports SLA by making linguistic forms more salient, promoting both grammatical accuracy and communicative fluency. Techniques such as textual enhancement, task-based input enhancement, and interactive feedback help learners notice, process, and use new forms effectively. By addressing challenges like learner overload and balancing grammar with communication, teachers can create a learning environment that fosters holistic language development. Input Enhancement thus offers a valuable approach to SLA, enabling learners to engage with language both accurately and fluently.

 

References

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press. 

González Parra, D. L. (2014). Application of role-plays to develop conversation skills in the 9th and 10th grade of basic education in a rural School Azogues-Ecuador (Master's thesis).

Goto, S. (2002). Basic Writing and Policy Reform: Why We Keep Talking Past Each Other,. Journal of   

Basic Writing, 21(2), 4–20. https://doi.org/10.37514/jbw-j.2002.21.2.02  

Schmidt, R. W. (1995). Attention and Awareness in Foreign Language Learning. Natl Foreign Resource Ctr. 

Smith, M. S. (1993). Input Enhancement in Instructed SLA. Studies in Second Language Acquisition, 15(2), 165–179. https://doi.org/10.1017/s0272263100011943  

Swain, M., & Lapkin, S. (1998). Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together. Modern Language Journal, 82(3), 320–337. https://doi.org/10.1111/j.1540-4781.1998.tb01209.x  

VanPatten, B. (1996). Input Processing and Grammar Instruction in Second Language Acquisition. Praeger.

Ziegler, N., & González-Lloret, M. (2022). The Routledge Handbook of Second Language Acquisition and Technology. Routledge.

Zintgraff, C., & Hirumi, A. (2023). Aligning Learner-Centered Design Philosophy, Theory, Research, and Practice. In Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy (pp. 33-73). Cham: Springer International Publishing.  

 

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