Entre pantallas, léxico y gramática
alcances del input digital en la adquisición de L2
DOI:
https://doi.org/10.35305/rev.infosur.v2i4.129Keywords:
Digital Input, L2 Acquisition, Vocabulary, Grammar, NoticingAbstract
This article examines the role of digital input in second language acquisition, with a particular focus on its effects on vocabulary and grammar. Based on a critical review of three recent studies on digital exposure to English—Sundqvist and Sylvén (2014), Pattemore, Smith, and Rodgers (2024), and Lee (2020)—the article examines different types of input: out-of-school digital activities, audiovisual input with subtitles, and informal digital learning. The study is based on the premise that frequent exposure to English on social media, online video games, and digital platforms does not necessarily imply language acquisition. Drawing on approaches related to comprehensible input, interaction, noticing, input processing, output, and grammatical triggering, this paper discusses the extent to which digital input can facilitate acquisition processes. The analysis shows that this type of input has clear effects on lexical development and, in some cases, on productive skills such as oral fluency. However, the evidence regarding grammatical acquisition is more limited. It is concluded that digital input can function as a facilitator of lexical-communicative processes, but not as a full grammatical trigger.
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