Uploaded byMelia Sari
Describing input & its impact
This document summarizes a lecture about describing language input and assessing its impact on second language acquisition. It discusses various types of input including written, verbal, and non-linguistic input. Key concepts covered include Krashen's input hypothesis, the role of comprehensible input, types of input outside the classroom like motherese and foreigner talk, and the role of negotiation and interaction in facilitating language acquisition.
More Related Content
Similar to Describing input & its impact
Describing input & its impact
- 1. Lecture 8 Describing Input& Assessing its Impact on Acquisition BY MELIA SARI (06012681318022) Lecturer: Dr. Dinar Sitinjak, M.A Machdalena Vianty, M.Ed., M.Pd.,Ed.D
- 2. OUTLINES • What isinput? • Input on Language Learning Outside the Classroom • Motherese • Foreigner Talk • The Role of Input in SLA; Krashen Hypotheses • More on Input- Negotiation & Interaction 10/25/2013 Melia sari (06012681318022) 2
- 3. What is input? Somethingis put in Individual hears or receives from which he or she can learn Language addressed to the learner by native speakers or other L2 learners (Ellis,1985) 10/25/2013 Melia sari (06012681318022) 3
- 4. Types of Input Consciousand 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 is another type of input Output : the outcome of what the 10/25/2013 Melia students/people have learned sari (06012681318022) 4
- 5. The role ofacquisition& learning ; 5 hypotheses(Krashen,1981,1982) 1. 2. 3. 4. 5. The acquisition/learning hypothesis adults have 2 distinct &independent ways of developing competence in L2. The natural order hypothesis The acquisition of grammatical structures proceeds in a predictable order The monitor hypothesis learning has only one function, namely as a monitor or editor The input hypothesis Humans acquire language in only one way-by understanding messages/ by receiving „comprehensible input‟. The affective filter hypothesis Affective factor can play a negative role in LA. 10/25/2013 Melia sari (06012681318022) 5
- 6.
- 7. Krashen Input Hypothesis Humansacquire language by Understanding messages or receiving comprehensible input Understanding language that contains structure When communication / input is understood, (i + 1) will provide automatically Production ability emerges. It’s not taught directly 10/25/2013 Melia sari (06012681318022) 7
- 8. Input & LanguageLearning Outside the Classroom Foreigner Talk Motherese 10/25/2013 Melia sari (06012681318022) 8
- 9. MOTHERESE Motherese : howmother talked to their children/ The natural way that a parent communicates with a baby or young child. Features of motherese: – Clear articulation – Marked intonational contours – Lexical adjustment/negotiations – Grammatical well-formedness – Limited ranged of grammatical relations – Absence of coordination – Repetitions – Checks and uptakers – Tutorial questions – High redundancy 10/25/2013 Melia sari (06012681318022) – Topic concerns the here-and-now 9
- 10. • Feedback inL1 Acquisition. Some corrective data Child : l like this candy. I like they. Adult : you like them? Child : yes, I like they. Corrective feedback is sometimes waste of time. Adult : say them If parents give feedback at all, it is on the CONTENT of what Child : them. their children say, rather than Adult : say I like them. on the FORM in which they said it. Child : I like them. Adult : Good. Child : I‟m good. These candy good too. Adult : are they good too? Child : Yes I like they. You like they? 10/25/2013 Melia sari (06012681318022) 10
- 11. Some rules forfeedback L1 acquisition Self correction A non standard utterance Corrective feedback Interactional Feedback 10/25/2013 Melia sari (06012681318022) 11
- 12. Some rules forfeedback in L1 acquisition • Dialog 1 (interactional feedback) C : I have a book good, daddy. A : a good book is it? C : Yes, I have a good book. A : I see. • M V M Dialog 2 (Self correction) : No daddy, me not hungry. : you‟re not hungry? : No, I‟m not daddy. 10/25/2013 dialog 3 (Corrective feedback) M : They want to go down the /Eeee/ W : Want to go the beach, do They? M : No, they want to go down the /eee/ W : To the beach? M : (She points out of the window) W : Oh down the street. Melia sari (06012681318022) 12
- 13. Foreigner talked The languageused by native speakers while addressing nonnative speakers Types of Foreigner talked Interactional adjustment Interactional & Grammatical input adjustment 10/25/2013 Melia sari (06012681318022) Both grammatical & ungrammatica l adjustment 13
- 14. The function offoreigner talked • To promote communication • To establish a relationship between the native speaker & non-native speaker • It serves as an implicit teaching mode. - The use of ungrammatical foreigner talked depends on 4 conditions: The native speaker has very low proficiency in the L2. The native speaker thinks he is of higher status. The native speaker has considerable prior experience off foreigner talked. The conversation occurs spontaneously. (Hatch in Ellis,1985) 10/25/2013 Melia sari (06012681318022) 14
- 15. Lecture 9 :moreon input, negotiation & interaction Negotiation A major feature of conversation involving L2 Learners where native speaker strive to solve the communicative difficulties which are likely to arise as a result of learner‟s limited L2 resources (Ellis,1985:141-142) How to negotiate : use strategies and tactics Device for repairing trouble Selecting salient topic Checking comprehension 10/25/2013 Conversatio nal device to Avoid Melia sari (06012681318022) trouble Topic switching, clarificatio n, using a slow pace (step), repeating utterances, stressing key words 15
- 16. Negotiation of meaning& language acquisition (taken from Long 1985) Talk involving informationexchange Learner gives feedback on comprehension Comprehensibl e input 10/25/2013 Melia sari (06012681318022) Negotiated conversational modification Language acquisition 16
- 17. From input tointeraction: selected aspects of Classroom Talk • Metalinguistic input : explicit information about regularities of the target language (the level of phonology, morphology, social usage). Unusual word also counts of MI. • Focussed input : learner‟sattention is focused on some features of target language. • Scaffolded input : teacher or other learners help an individual learner to say what he/she wants to say. • Evaluative input : to mean feedback, correction 10/25/2013 Melia sari (06012681318022) 17 or repair.
- 18. REFERENCES Ellis, R .1985. Understanding Second Language Oxford: Blackwell Publishers Ltd. Acquisition. Edmondson, W. 1999. Twelve Lectures on Second Tubingen: Gunter Narr Verlag Tubingen. Language Oxford. acquisition. Easterbrooks, S. 2006. Motherese/Fatherese “ Food for Baby‟s Thought”. Georgia State University. Escobar, D. 2012. Input, Interaction, Foreigner and Teacher Talk. Refublica Bolivariana De Venezuela. Institudo Pedagogaco De Caracas. Neardy, N.& Bandith, P. 2010. The Role of L2 Input In Second Language Acquisition / Learning. English Department: Institute of Foreign Language, Quintero, M. & Acosta, J. 2012. Input &Interaction Foreigner/ Teacher Talk Error Analysis. Linguistic Seminar 18
- 19.