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Group 4 role of l2 input

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  • 1. The Role Of L2 Input In Second Language Acquisition / Learning Group 4: Phun Bandith Lecturer: Meas Sopheak Nguon Neardey Subject : AL401 Institute of Foreign Languages, Department of English Class: E4.5, 2010-2011
  • 2. Content
    • By Bandith:
    • - What is L2 input ?
    • - Type of input
    • - Input for students
    • - How target learners get L2 input?
    • By Neardey:
    • - Input hypothesis
    • - Input for teacher
    • - What teacher should do?
  • 3. What Is L2 Input?
    • Input is defined as “the linguistic forms (morphemes, words, utterances)—the streams of speech in the air—directed at the non-native speaker” (Long, 1983, p.127)
    • Individual hears or receives and from which he or she can learn. (Richards J. C. & Schmidt R. 2002):
    • Target language spoken by the teacher which is heard by the learners (Gass, 1997)
  • 4. Type of Input
    • Conscious and unconscious (Wang, 2010)
    • Three forms of input: written, verbal and non-linguistic
    • Output of teacher is input for students
    • Output of students is input for teacher
    • Interaction another type of input
  • 5. Input for Students
    • Tool to improve their language learning
    • Boosting their learning process
    • Independence learners
    • Interact with partner
    • Improve social communication
  • 6. How target learners get ‘L2 Input’
      • At school:
        • Lectures
        • Presentations
        • Discussion
        • Reading and listening materials…
      • Outside classroom:
        • Mass media (Radio, Television…)
        • Native speaker…
        • Distance learning program
  • 7. Input Hypothesis
    • “ Human acquires language in only way – by understanding messages, or by receiving comprehensible input.” (Krashen,1985)
    • Comprehensible input (i+1): input that slightly above the learner’s competence (Krashen,1985)
    • Learners improve and progress along the ‘the natural order’ when they receive L2 comprehensible input
  • 8.  
  • 9. Input for Teacher
    • Tool to improve students’ knowledge
    • Transfer to students as input for student
    • Output from students enable teacher to know about his/her students (level, understanding)
  • 10. What teacher should do?
    • Providing opportunities for students to talk
        • Simplification of Language: Rough-tune
        • Language modification
  • 11. What teacher should do? (con’t)
    • Teacher’s input should be: - Comprehensible - Interesting - Sufficient quantity - Authentic
  • 12. References
    • Gass, S. (1997). Input, interaction and the second language learner. Mahwah , NJ: Lawrence Erlbaum Associates.
    • Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
    • Mitchell, R. & Myles, F. (2004). Second language theories (2 nd ed.). London, Great Britain: Hodder Arnold.
    • Richards, J. C. & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. Harlow: Pearson Education.
    • Wang, X. (2010, May). Features of input of second language acquisition. Journal of Language Teaching and Research, 1 (3), 282-284.
    • Xu, F. (2010). The Role of Input and Interaction in Second Language Acquisition. Journal of Cross-Cultural Communication, 6(1), 11-17.
  • 13. THANK FOR YOUR ATTENTION Qs & As