Positive Evidence and Negative Evidence in Second Language Classroom
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Abstract
Second language theories of language learning have to acknowledge the role that input plays a fundamental role in the process of second language learning (SLL) and the benefit of the interaction between participants in the classroom. As it was known, there are two major types of input: Positive Evidence (or Primary Linguistics Data) and Negative Evidence and both are available in second language acquisition.
Positive evidence is a kind input that learners receive concerning the target language itself in a natural linguistic environment. It can be provided as authentic input, like what occurs in naturalistic conventions, or as modified input, like what occurs in foreigner talk discourse or teacher talk. To this end, the current paper aims to review and discuss the literature of whether or not each of these input is usable in second language acquisition.
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