Modified Input
Modified input refers to the systematic adjustments native or proficient speakers make when addressing less proficient interlocutors. Ferguson (1971) coined the term foreigner talk for this register; in classroom contexts it is called teacher talk. These modifications operate at every linguistic level and serve to increase comprehensibility.
Types of Modification
| Level | Modifications |
|---|---|
| Phonological | Slower rate, clearer articulation, longer pauses, exaggerated intonation |
| Lexical | Higher-frequency vocabulary, fewer idioms, paraphrase of low-frequency items |
| Syntactic | Shorter utterances, less subordination, more declaratives, canonical word order |
| Discourse | More repetition, self-paraphrase, comprehension checks, topic fronting |
Pre-modified vs Interactionally Modified Input
A critical distinction in SLA research (Long, 1983; Pica, 1994):
- Pre-modified input — simplified before delivery (e.g., a graded reader, a teacher's planned simplified explanation)
- Interactionally modified input — adjusted in real time through negotiation of meaning (confirmation checks, clarification requests, elaboration)
Research consistently finds that interactionally modified input is more beneficial for acquisition than pre-modified input (Pica, Young & Doughty, 1987; Long, 1996). The learner's active participation in making input comprehensible — rather than passive reception of simplified language — appears to be the acquisitional mechanism.
Implications
Over-simplification can deprive learners of the complex input they need for development. The goal is not minimal input but elaborated input — maintaining linguistic complexity while adding redundancy, paraphrase, and interactional support. This aligns with TBLT's preference for authentic or near-authentic materials combined with interactional scaffolding.
References
- Ferguson, C. (1971). Absence of copula and the notion of simplicity. In D. Hymes (Ed.), Pidginization and Creolization of Languages. Cambridge University Press.
- Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie & T.K. Bhatia (Eds.), Handbook of Second Language Acquisition. Academic Press.
- Pica, T., Young, R. & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21(4), 737–758.