language Input and Interaction


    Language input to the learner is necessary for either L1 or L2 learning to take place. Input is important to from the stimuli and feedback which learners respond to and imitate.

1.   Nature of input modification

     Language addressed by L1 speakers to L2 learners is different from the one addressed to native speakers

FOREIGNER TALK
-         Long pauses
-         Careful articulation
-         Slow rate of speech
                    
     Utterances by native speakers to languages learners are grammatical, the simplified input may omit some obligatory elements.
For example  ____ you like it? (Omits Do)
               ____ mommy look at your work? (Omit Does)



2. Nature of interactional modification

ü Social interaction is essential for L1 acquisition

     “No children can learn their initial language just by listening to tape recordings, radio broadcast or television programs.”

ü For L2 learners interaction is essential but not absolutely necessary.


Useful types of interactional modification 

   (Ns = native speaker; NNS = non-native speaker)

Repetition

Ns: This is your assignment for tomorrow.
NNs: What?
Ns: This is your assignment

Paraphrase

Ns: This is your assignment for tomorrow.
NNs: What?
Ns: This is homework.

Expansion and elaboration

NNs: Hot.
Ns: Yes, it’s very hot today.

3. Feedback

     Feedback from NSs makes NNs aware that their use is not acceptable and provides a model for “correctness.”
Corrective feedback is necessary for most learners to reach native-like levels of proficiency.

Negative feedback

ü Direct correction

§  What cannot or must be said
        Explanations related to points of grammar and use “That is the wrong word”


ü Indirect correction

§  Comprehension check or request for clarification can be interpreted that the NNs utterance was wrong.

NSS: I can’t assist class. (Meaning ‘I can’t attend class.’)
NS:  You can’t what? (Meaning ‘You’ve got the wrong words. Try again’) 


§  Rising intonation questions by Nss which repeat part or all of an NNs’s utterance (“echo” questions) often mean that it was wrong.

NNS: John good to town yesterday.
NS:  John goed to town yesterday? (Meaning ‘The word goed is wrong’)

§  Paraphrase may be intended to provide and alternative to say the same thing without suggesting.

NNS: John goed to town yesterday.
NS:   Yes, John went shopping. (Correcting)


4. Intake to cognitive processing

ü Some learners are more successful than others includes the degree of access to social experience while allows for negotiation of meaning and corrective feedback. 

Interaction as genesis of language

-         An alternative view of the role of interaction in SLA is based on Sociocultural (S-C) Theory of Vygotsky)
-         Interaction is a causative force in language learning

-         All of the learning is seen as essentially a social process which is grounded in sociocultural settings.  


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