The document discusses the types of input encountered while learning a foreign language, highlighting the importance of exposure through various mediums such as oral, written, and multimodal formats. It explains the characteristics and differences between authentic and modified inputs, along with the concepts of comprehensible input, apperceived input, and intake. Finally, it stresses the necessity for attention in the learning process and provides references for further reading on second language acquisition.

1. Input and slaFacultad de HumanidadesEscuela de Ciencias del LenguajeSeminario de Lingüística AplicadaProf. Carlos MayoraOctubre 2014

2. introduction
•In your process of learning a foreign language, what has been the main source of exposure to the target language?
•Apart from classes, where else can you get in touch with the language?
•How important do you think that contact is?

3. input
Any samples of the target language the learner is exposed to.

4. Typesof input
Input
Medium
Oral
Written
Multimodal
Nature
Authentic
Modified
Instructional

5. Oral input

6. Writteninput

7. Characteristics of input
Spoken language
Written language
Faster.
Phonological processes (addition, elision, aspiration, etc.)
Ephemeral
Delivery rate control by speaker/source
More redundant(usually)
Permanent
Graphic representation
Delivery rate control by reader.
Less redundant.
More lexically dense

8. Multimodal input

9. Characteristics of input
Multimodal Language
Combines differentmedia (text, audio, image).
Advantages: itmayfacilitateacquisitionin as muchthedifferentmedia contributeto meaning.
Itmightenhanceinterest(activatingattention).
Disadvantages: itmayhamperacquisitionin as muchdifferentmedia compete forattentionalresources.
Iftext, soundand imagedo notagree, itmightmakecomprehensiondifficult.

10. Typesof input
Input
Authentic
Produced in the course of communication
Real (spoken or written) language
Modified
Baby talk
Foreigner talk
Instructional
Text book language

11. Characteristics of foreigner talk
•Slow speech rate.
•Loud speech.
•Long pauses.
•Simple vocabulary (fewer slang, high frequency words).
•More repetitions.
•Elaborations (definitions and explanations).
Gassand Selinker, 2008.

12. Related concepts
•Comprehensible input
•Apperceived input
•Intake
•Noticing

13. Comprehensible input is…
•…engaging.
•…interesting.
•…relevant to the learner.
•…just a notch above the learner current level of competence (i+1)
•…abundant.
Krashen, 1985.

14. apperCeived input is…
…anystructurein theinput thatis“noticed” becauseitisidentifiedand relatedto someformof prior knowledge.
Gassand Selinker, 2008.

15. Factors that influence apperception
Gassand Selinker, 2008.
Apperceived
input
Prior
knowledge
Attention
Affect
Frequency
Saliency
Language
Learner
Linguistic
typology
Delivery

16. intake is…
What is actually internalized from the input… the samples from the input that are actually integrated by the learner into his or her “grammar”
Corder, 1967 (cited in Gassand Selinker, 2008).

17. From input to intake
•Attention is neccessaryfor input to become intake.
•Learners process input for meaning first.
•Learner usually process the first and last elements in an utterance.
•Meaning and grammar compete for attentional resources.
VanPattern, 2002 (cited in Mitchell and Myles, 2004).

18. notiCing is…
The process of bringing elements in the input to focal attention and the condition that allows conversion of input to intake…
Schmidt, 2002 (cited in Mitchell and Myles, 2004).

19. conclusions
Foreign language teachers should…

20. references
•Gass, S. & Selinker, L. (2008). Secondlanguageacquisition. Anintroductorycourse(thirdedition). New York: Routledge.
•Krashen, S. (1985). TheInput Hypothesis. New York: Longman.
•Mitchell, R. & Myles, F. (2004) Second language learning theories(second edition).London: Hodder Arnold.