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Researchers in the field of instructed second language acquisition have been examining the issue of how learners interact with input by conducting research measuring particular kinds of instructional interventions (input-oriented and meaning-based). These interventions include such things as input flood, textual enhancement and processing instruction. Although the findings are not completely conclusive on whether these instructional interventions have an impact on acquisition, it is clear thatdoi:10.14746/ssllt.2016.6.1.4 fatcat:onnbl2eeajh7xh5mtmivnbe77a