The document discusses input and interaction in second language acquisition. It defines input as the language learners are exposed to, such as from teachers, other students, and their environment. Comprehensible input is language that learners can understand. The document also discusses foreigner talk, teacher talk, interlanguage talk, and the input hypothesis. Interaction involves negotiation between two or more individuals that allows learners to receive feedback on their language production. Effective interaction strategies include slowing speech and requests for clarification.

1. INPUT AND INTERACTION
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2. INPUT
Input refers to the exposure
learners have to authentic
language in use. This can be
from various sources,
including the teacher, other
learners, and the
environment around the
learners.
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https://www.teachingenglish.org.uk/search/site/input

3. Input in second language
acquisition
Input is language that goes into your mind.
• Listening not speaking
• Reading, not writing or memorization
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4. Comprehensible input
Comprehensible input is incoming language that
you can understand.
• Can be mentally possessed in real-time
• Truly meaningful communication
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5. Caretaker speech
Many languages have special speech registers
for talking to young children. These registers,
variously called baby-talk, motherese, child-
directed speech & caretaker speech – have
characteristics that assist the child’s acquisition
of language.
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6. Foreigner Talks
Foreigner talk is a
simplified version of a
language that's
sometimes used by
native speakers when
addressing non-native
speakers.
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7. Teacher talk
Teacher talk is the kind of language used by the
teacher for instruction in the classroom.
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8. Interlanguage talk
Interlanguage talk is defined
as conversation between
two non-native speakers.
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9. INPUT HYPOTHESIS (Stephen Krashen)
Second language input must be:
- Comprehended
- At one stage above the learner’s
current level (i+1)
In order to be acquired.
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Cristiaan, Karmadevi, Sutini Paimin, and Theresia K. Brahim. 1995. Second Language
Acquisition. Jakarta: University Terbuka, Ministry of Education and Culture.

10. EXAMPLE OF INPUT
• In the classroom
The most important and accessible input for
learners is that of the teacher. When teachers are
talking in classes they are providing
opportunities for learners to develop their
comprehension. Teachers can optimize this
opportunity by choosing the right levels of
complexity of vocabulary and structures, speed
of delivery, degree of clarity, and range of
register and style.
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https://www.teachingenglish.org.uk/search/site/input

11. INTERACTION
• Interaction is a kind
of action that occurs as two
or more objects have an
effect upon one another.
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• The Interaction hypothesis is a theory of second-
language acquisition which states that the
development of language proficiency is promoted
by face-to-face interaction and communication.
https://www.teachingenglish.org.uk/search/site/input

12. CONT…
• Interactions often result in
learners receiving negative
evidence. That is, if learners
say something that their
interlocutors (partners) do
not understand, after
negotiation the interlocutors
may model the correct
language form
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• In doing this, learners
can receive feedback on
their production and
on grammar that they
have not yet mastered.

13. EXAMPLE OF INTERACTION
• One of the participants in
a conversation will say something that
the other does not understand; the
participants will then use
various communicative strategies to
help the interaction progress.
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• The strategies used when negotiating meaning may
include slowing down speech, speaking more
deliberately, requests for clarification or repair of
speech, or paraphrases.
https://www.teachingenglish.org.uk/search/site/input

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References
Cristiaan, Karmadevi, Sutini Paimin, and Theresia K. Brahim. 1995. Second
Language Acquisition. Jakarta: University Terbuka, Ministry of Education and
Culture.
Te, Pii. (February 16, 2014). Input, interaction, and second language
acquisition. Retrieved from https://www.slideshare.net/PeTii1/input-interaction-
and-second-language-acquisition
Farahanynia, Mahsa. (December 15, 2015). Input and Interaction in second
language learning. Retrieved from https://es.slideshare.net/mfarahanynia85/input-
and-interaction-in-second-language-learning
References
Cristiaan, Karmadevi, Sutini Paimin, and Theresia K. Brahim. 1995. Second Language
Acquisition. Jakarta: University Terbuka, Ministry of Education and Culture.
British Council. (18 May 2015). Retrieved from
https://www.teachingenglish.org.uk/article/comprehensible-input

15. THANK
YOU
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