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For some time second language acquisition researchers have been interested in the idea that various systematic characteristics of a target language can be highlighted in such a way as to facilitate learning. However, apart from persistent methodological obstacles, research has been handicapped by the lack of a theoretical framework of sufficient power to analyse and explain the effects of such 'input enhancement'. The advantages of such a framework are discussed here with particular reference to the Modular Online Growth and Use of Language framework (Truscott and Sharwood Smith 2004). The discussion covers the difficulties encountered by researchers trying to identify the processes that take place within the learner when given aspects of speech and writing are somehow converted into new knowledge. The basics of the framework are discussed and applied to concepts familiar from the second language acquisition literature also making reference to some established language teaching approaches and techniques. [ABSTRACT FROM AUTHOR]