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.

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 is input?
• 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?
Something is 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
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 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 of acquisition& 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. 10/25/2013
Melia sari (06012681318022)
6

7. Krashen Input Hypothesis
Humans acquire 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 & Language Learning
Outside the Classroom
Foreigner
Talk
Motherese
10/25/2013
Melia sari (06012681318022)
8

9. MOTHERESE
Motherese : how mother 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 in L1 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 for feedback L1
acquisition
Self
correction
A non
standard
utterance
Corrective
feedback
Interactional
Feedback
10/25/2013
Melia sari (06012681318022)
11

12. Some rules for feedback 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 language used 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 of foreigner 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 :more on 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 to interaction: 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. THANK YOU........
19