Presentación2.ppt input and interaction
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The document discusses the role of input and interaction in second language acquisition (SLA), highlighting Stephen Krashen's input hypothesis, which emphasizes the importance of comprehensible input for effective language learning. It also explores the significance of interaction in the learning process, positing that communication aids language development by fostering negotiation of meaning and providing feedback. Additionally, the document addresses concepts like teacher talk, foreigner talk, and error analysis in the context of language education.
Presentación2.ppt input and interaction
- 1. L i ngui sti c semi nar Created by Facilitator: Joel Acosta Mirna Quintero June, 2012
- 2. Input and SLA Primary Factor affects Language Acquisistion is Input Learner
- 3. Stephen Krashen (1941) He is an emeritus professor at the University of Southern California, who moved from the linguistics department to the faculty of the School of Education in 1994. He is a linguist, educational researcher, and activist.
- 4. Strong position INPUT Comprehensible UGM necessary SLA Mechanism according Language By which Learn People
- 5. The Input Hypothesis (Krashen, 1985) SLA explains Takes place Learner improves / Natural along SL Input progresses order acquisition Input Hypothesis concerned not learning
- 6. Learning takes place learner’s access to comprehensible input Humans acquire language Understanding Receiving messages comprehensible input.
- 7. Input comprehensible 1. Pre-modify input before it is offered to the learner (premodified input) 2. Negotiate the input through interaction (interactionally modified input).
- 8. Michael Long (1982) Input can be made comprehensible By modifying By modifying speech the interactional structure of the conversation. By providing linguistic and extralinguistic By orienting the context communication to the “here and now;”.
- 9. Long asserts that all four ways may aid communication, but he especially emphasizes that the fourth is most likely to aid language acquisition. He reports that the input that has not been comprehended may become comprehensible through the process of interaction or negotiation.
- 10. Interaction and SLA A common theme underlying different methods of language teaching is that second language learning is a highly interactive process (Richards & Lockhart, 2000:138). Interaction has two different but related meanings: 1. Interpersonal 2. Intrapersonal
- 11. People communicate in face-to-face activity through oral medium or written medium. Occur within one body, inner speech, or when different modules of the mind interact to construct meaning as a response to a phenomenon (Vygotsky 1978, cited in Ellis, 1999).
- 12. The role of “interaction” in SLA has long been a controversial issue. On one hand, there are theories such as UG which minimizes the role of interaction and maximizes the learner internal mechanisms in acquisition. The followers of this theory consider the “interaction” as a kind of input to activate the parameter setting (Cook, 1996). On the other hand, some interactionists believe that interaction is the means through which learners obtain data for learning (Ellis, 1999).
- 13. Interaction Hypothesis (1996) Development The Theory states of language proficiency Interaction by face-to-face promoted Communication Interaction itself contributes Strong Form to language development. Interaction Hypothesis Interaction is the way that learners find learning Weak Form opportunities, whether or not they make productive use of them.
- 14. Interaction is thought to improve intake and integration by creating the need to negotiate meaning at points of communicative breakdown, and through various types of feedback (recasts, reformulations) which may be integrated into learner production (uptake). This hypothesis suggests that feedback obtained during conversational interaction promotes interlanguage (IL) development because it: Connects input, internal learner capacities, particularly selective attention, and output in productive ways. (Long, 1996)
- 15. In this view, classroom interaction is important not just to provide practice opportunities, but because interaction actually activates acquisitional processes: Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
- 16. Foreigner Talk and SLA Reduced version is Foreigner Talk Simplified version address Native Speakers Language Speakers Language is Speakers who do not a native especially not know the one language at all
- 17. Foreigner Talk exhibits a number of peculiarities in its lexicon, syntax, and morphology, most of them consisting in attrition (friction) and simplification. “In the lexicon, we find most noticeably an attrition in terms of the omission of function words such as a, the, to, and. There is also a tendency to use onomatopoetic expressions such as (airplanes--) zoom-zoom-zoom, colloquial expressions such as big bucks, and words that sound vaguely international such as kapeesh”.
- 18. "In the morphology we find a tendency to simplify by omitting inflections. As a consequence, where ordinary English distinguishes I vs. me, Foreigner Talk tends to use only me." Is important I say bye-bye, I no want. Why no talk? He here. I think I not good teacher I write all student in office
- 19. Teacher Talk and SLA Teacher Talk Language Classroom Instruction Teacher Foreign Language Classroom exposed Target Language Learners
- 20. For this term, Longman Dictionary of Language Teaching and Applied Linguistics defines it as “that variety of language sometimes used by teachers when they are in the process of teaching. In trying to communicate with learners, teachers often simplify their speech, giving it many of the characteristics of foreigner talk and other simplified styles of speech addressed to language learners” (Richards, 1992: 471).
- 21. Rod Ellis (1985) has formulated his own view about teacher talk: “Teacher talk is the special language that teachers use when addressing L2 learners in the classroom”. “Teacher talk can be divided into those that investigate the type of language that teachers use in language classrooms and those that investigate in the type of language they use in subject lessons.” “The language that teachers address to L2 learner is treated as a register, with its own specific formal and linguistics properties” (Ellis, 1985: 145).
- 22. Special communicative activity Goal To communicate To develop Students’ foreign Students language proficiency
- 23. Teacher talk is used in class when teachers are conducting instructions, cultivating their intellectual ability and managing classroom activities (Feng Qican, 1999: 23). Teachers adopt the target language to promote their communication with learners. Learners practice the language by responding to what their teacher says. Teachers use the language to encourage the communication between learners and themselves. Teacher talk is a kind of communication-based or interaction-based talk.
- 24. Error Analysis branch Error Analysis Applied Linguistics es d t ab Compilation nc er ne lis h ed co 1960 Stephen P. Study Corder Analysis Contrastive Errors Analysis Alternative made L2 Learners Formal distinctions L1 and L2 Learners predict Errors
- 25. Error Analysis Contrastive Analysis Error Analysis Pedagogical orientation Scientific orientation Focus on input, practice Focus on linguistic and and inductive learning cognitive processes Error of transfer Different types of errors
- 26. Corder introduced the distinction between systematic and non-systematic errors. Unsystematic errors occur in one’s native language; Corder calls these "mistakes" and states that they are not significant to the process of language learning. He keeps the term "errors" for the systematic ones, which occur in a second language.
- 27. In second language acquisition, error analysis studies the types and causes of language errors. Errors are classified according to: modality (i.e., level of proficiency in speaking, writing, reading, listening) linguistic levels (i.e., pronunciation, grammar, vocabulary, style) form (e.g., omission, insertion, substitution) type (systematic errors, errors in competence vs. occasional errors and errors in performance) cause (e.g., interference, interlanguage) norm vs. system
- 28. Errors are significant in three ways: -To the teacher: they show a student’s progress. -To the researcher: they show how a language is acquired, what strategies the learner uses. -To the learner: he can learn from these errors.
- 29. When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses. (This is derived from Carroll's proposal (Carroll 1955, cited in Corder), who suggested that the learner should find the correct linguistic form by searching for it.
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