Input Enhancement: From Theory and Research to the Classroom

Input Enhancement: From Theory and Research to the Classroom. Wynne Wong. New York: McGraw-Hill, 2005. Pp. xx + 130. 43. 44 paper. This new title in the McGraw-Hill Second language professional series is a highly readable book written primarily for in-service and would-be teachers of second and foreign languages (L2) who have never studied SLA. The book addresses one of the fundamental concepts of current SLA research—input—in the context of its relationship to grammar instruction. It introduces readers to instructional techniques that help L2 learners pay attention to grammatical form while providing them with the input that they need for successful acquisition of their L2s. These techniques are called input enhancement techniques—specifically, input flood, textual enhancement, structured input, and grammar consciousness-raising tasks, which are explained in chapters 4, 5, 6, and 7 of the book, respectively. This main part of the book is preceded by a historical overview of grammar instruction in chapter 1, a brief discussion of SLA research and its relation to classroom teaching in chapter 2, and a concise explanation focused on the concepts of input and input enhancement as used in the field of SLA in chapter 3. Chapter 8 is a concluding chapter in which the author gives caveats, suggestions, and advice for using the input enhancement techniques introduced in the book.