INPUT, INTERACTION, AND SECOND LANGUAGE

ACQUISITION

INTRODUCTION

Definition of “Input”

Three views on input in language acquisition

INPUTInput is used to refer to the language that is addressed to the L2 learner either by a native speaker or by another L2 learner.

Interaction is the conversation constructed by the learner and his partners.

Therefore, input is the result of interaction.

language

L2 learne

r

Native

speaker

behaviourist

nativistinteractioni

st

Three views on input in language acquisition:

BehaviouristA

language

producing

machine

Behaviourist- imitate- practice- produce

The environment is the crucial determining factor.

Learners learn language in the form of stimuli and feedback

Stimuli and feedback

occur in the environment

- Look at friends’ models imitate practice produce- Suitable stimuli is important good models- Feedback is used to reinforce or correct students to change their behaviors

NativistA

grand initiato

r

Nativist view emphasizes learner-internal factors.

This is learner’s mental abilities.

Interactionist

Learners’ ability

+

Environment

The interactionist view sees language development as the result both of input factors and of learners’ innate mechanisms.

Behaviourist

Nativist

Interactionist

Environment(OUTSIDE)

Learners’ mental ability

(INSIDE)Environment + Learners’ innate

ability(OUT + INSIDE)

‘Motherese’ and

L1 acquisitionSpeaker: Ngoc Phuong

‘Motherese’ and L1 acquisitionThe nature of ‘motherese’Linguistic properties of mother’s speech:

well-formed, containing few ungrammatical utterances or sentence fragments

formal adjustments: lower mean length of utterance, use of simple sentences, use of tutorial questions

adjustments in pronunciation: pitch, intonation, rhythm

‘Motherese’ and L1 acquisitionThe nature of ‘motherese’‘motherese’ – a simple style of language of the

type that parents use when speaking to their child

‘Motherese’ and L1 acquisitionThe functions of ‘motherese’Three main functions:

an aid to communication a language teaching aid a socialization function

(Ferguson, 1977)

‘Motherese’ and L1 acquisitionThe basis of adjustments made by

mothersHow speech modifications determined?

parents have a general idea of children’s linguistic ability

parents internalize a model of a ‘typical’ child of a given age

(Gleason & Weintraub, 1978)

‘Motherese’ and L1 acquisitionThe effects of ‘motherese’The route of acquisition:

not change in any significant way

The rate of acquisition: considerable effect

‘Motherese’ and L1 acquisitionExplaining the effectsHow input affects L1 acquisition?Interactional routines – regularity and invariance

of utterances (Ferrier, 1978)Three types of language lessons to communicate

with children (Clark & Clark, 1977): conversational lessons mapping lessons segmentation lessons

Input / interaction in natural settings

Foreigner talk studies

Speaker: Bich Duyen

FOREIGNER TALK

•The description of foreigner talk

•The explanation of foreigner talk

The description of foreigner talk

Foreigner talk is a simplified version of a language that is sometimes used by native speaker (NS) when addressing non-native speakers (NNS).

Long (1981a) Foreigner talk

Input features (linguistic forms)

Grammatical simplifications

Ungrammatical Simplifications

Interactional features (functions)

Specific discourse functions

(1) NS-NS speechNS: When did you finish?NS: Ten. (2) Foreigner Talk-modification in form only NS: What time you finish? NNS: Ten o'clock.(3) Foreigner Talk-modification in function onlyNS: When did you finish?NNS: Urn?NS: When did you finish?NNS: Ten clock.NS: Ten o'clock?NNS: Yeah.

The description of foreigner talk

3 types of foreigner talk: Foreigner talk consisting only of

interactional adjustment Foreigner talk consisting of

interactional and grammatical input adjustments

Foreigner talk consisting of interactional adjustments as well as both grammatical and ungrammatical input adjustments.

The description of foreigner talk

The explanation of foreigner talk

Hatch (1983b) suggests the functions of foreigner talk:

Promote communication Establish a special kind of affective

bond between NS and NNS. Serve as an implicit teaching mode

Why adjustments occur?To simplify utterancesTo clarify what the native speaker

wishes to sayTo discover what the native speaker

has said

The explanation of foreigner talk

The use of ungrammatical foreigner talk depends on

NNS’s proficiency in L2Social statusNS ‘s prior experience of foreigner talkSpontaneous occurrence of the

conversation

The explanation of foreigner talk

How adjustments take place? Regression Matching Negotiation

The explanation of foreigner talk

DISCOURSE ANALYSIS

Speaker: Diem Huong

DISCOURSE ANALYSIS•Input not determined solely by the native speaker, but also by the learner himself•Learner’s output serve as input to his own language processing mechanisms.

INPUT OUTPUTNative speakers in personNative speaker media Another L2 learner

LANGUAGE

LEARNER SpeechWriting

Teacher feedback

Other learner

feedback

Other learner particip

ate

Learner modify his/her

understanding

Discourse analysis The types of discourse learners take part in depend very much on who the learner is.

Conversations involving child learners

Hatch (1978) shows that in child-learner discourse* First stage o-conversations start by calling for adult’s attention o-the adult responds by identifying the objecto-the child repeats the name of the object

Hatch (1978) shows that in child-learner discourse*Development stage o-The adult demands some comment on the nominated topic attempt at elaboration by the child (for further comments of the adult, further developments can continue to occur)

Wagner-Gough (1975) looked at the discourse strategies by one child learner, Homer.Homer frequently imitates the adult’s previous utteranceHe also incorporates chunks of speech from the previous discourse into his own utterances Ex: What this is Homer?What is this is car?

Peck (1978, 1980)focus functionsEx: NS child: you know why? L2 child: you know why?substitution functionsEx: NS child: there one piece L2 child: there different piece.Child-child conversation: more functions (the child may be able to explore and expand the limits of his L2 competence Child-adult conversation: fewer functions (adults tend to employ more questions and requests for clarification)

Conversations involving adult learners

o-The adult learner has difficulty in identifying the topic.o- Repair strategies are common on the native speaker’s part.

adult-adolescent learner

adult-child learner

the adolescent learner is expected to play a much bigger part in keeping the conversation going.

the adult native speaker has a great responsibility and dominate the conversation by using frequent rhetorical questions and repetition. Krashen (1982) speculates that because older

learners are more involved in keeping conversation going, they may learn more rapidly than younger learners.

The negotiation of meaningThe learner and native speaker together strive to overcome the communicative difficulties negotiation of meaning

strategies

• Conversational device to avoid trouble

• Ex: stopping topic control, selecting salient topic, checking comprehension

tactics• Devices for repairing

trouble• Ex: topic switching or

request for clarification

Checking comprehension

Request for clarification

NNS: I was born in Nagasaki. Do you know Nagasaki?

NNS1: ……researchNNS2: Research, I don’t know the meaning.

Topic switching

NNS1: Are you going to attend today’s party?NNS2: I don’t know yet, but probably I’ll attend.(long pause…) So when will you go back to Japan?

Other devices (using a slow space, repeating utterances, stressing key words) both tactics and strategies ** Negotiation makes input comprehensible promote SLA

Input / interaction in classroom

settingsSpeaker: Phi Yen

OverviewIt was recognized that successful

outcomes may depend on the type of language used by the teacher and the type of interactions occurring in the classroom.

It was hypothesized that classroom interaction was the major variable affecting SLA in formal settings.

Overview

Classroom process research

Interaction analysis

Teacher talk

Discourse analysis

Interaction analysisIt was initiated in subject

classrooms.In 1960s, Flanders developed a

category system for analyzing the communicative uses of the teacher’s and pupils’ language. Later, this system was adapted for use in language classroom.

More sophisticated system have been devised by Fanselow (1977) and Allwright (1980).

Interaction analysis

Classroom interaction can be accounted for in terms of three types of analysis:

Allwright (1980)

A topic analysis

A task analysi

s

A turn-taking analysi

s

Problems about the systemsThe categories selected are no

more than “subjective hunches”.They code surface behavior and

so miss the communicative value of remarks => Although such systems may achieve reliability, their validity and relevance are in doubt.(Long, 1980)