Input and Interaction and Second Language Acquisition

1. Input and Interaction and Second Language Acquisition SLA Study Group Yu-Feng Diana Yang, Ph.D. Email: dyang@mail.nsysu.edu.tw

2. What is input? • Behaviorist: stimulus • Mentalist: trigger • Interactionist Theory: utterance generated in social interaction

3. Interaction Flow input NS NNS feedback/output------>clarification meaning negotiation interactive input/modified input modified output interactive input/modified input modified output

4. Interaction Flow comprehensible input: Krashen input NS NNS feedback/output------>clarification meaning negotiation interactive input/modified input comprehensible input: Long modified output interactive input/modified input modified output comprehensible output: Swain

5. What is going on? • Foreigner talk • Interlanguage talk

6. Role of Input in SLA input NS NNS feedback/output------>clarification meaning negotiation interactive input/modified input modified output interactive input/modified input modified output

7. Role of Input in SLA • How does input affect on the development of L2 (route of development)? • what type of input, what input (content), how much input (amount & frequency)? • which part of the L2 development ?

8. How does input affect on the development of L2? • how much input (frequency) vs. which part of the L2 development

9. How does input affect on the development of L2 ? What if the input is ungrammatical? • Gass & Lakshmann (1991) • Participants: • Alberto & Cheo • L1-Spanish; L2 Learners of English • Method: Longitudinal Design Correlation study • Result: subjectless input correlate with subjectless output (over time) • Bias & Limitations: • L1 influence • Correlation V. S. Causality (causative relationship)

10. How does input affect on the development of L2 ? What if the input is comprehensible? • Krashen (1981, 1985, 1989): Method: Extrapolation from L1 studies • Results: Input Hypothesis

11. Comprehensible Input and SLA • Input Hypothesis: i+1 (Krashen, 1981, 1985, 1989) Speaking=result of acquisition but not causes (i+1) simplification & contextual and extralinguistic clues Natural Learning Order Intake: affectively accepted (1) Current Competence Level (i)

12. Role of Input in SLA input NS NNS feedback/output------>clarification meaning negotiation interactive input/modified input modified output interactive input/modified input modified output

13. Interaction Flow comprehensible input: Krashen input NS NNS feedback/output------>clarification meaning negotiation interactive input/modified input comprehensible input: Long modified output interactive input/modified input modified output

14. Interactive Input and SLA • Long (1983) Speaking=result of acquisition but not causes simplification & contextual and extralinguistic clues Interactive Input Intake: affectively accepted Current Competence Level

15. Interactive Input and SLA Verbal communication task involving two-way information Opportunity for less competent speaker to provide feedback on his/her comprehension Negotiated modification of conversation Language acquisition Comprehensible Input (Long, 1983, p.214)

16. Does modified input contribute to SLA? • Long (1985): Indirect studies • Linguistic/conversational adjustment comprehensible input • Comprehensible input  acquisition • Linguistic/conversational adjustments acquisition

17. Does Linguistic/conversational adjustment promote comprehensible input? • Pica, Young & Doughty (1987): Comparative study: interationally modified input resulted in the highest levels of comprehension->but we not sure if it is because of the greater quantity or greater quality • Pica (1992): same quality of premodified or interactionally modified input make no difference in comprehension level Does interational modifications result in comprehension? No guarantee !

18. Does comprehensible input lead to SLA? • Literature Reviews: Long (1983), Larsen-Freeman and Long (1991) & Krashen (1986, 1989)-see p. 271 • Critiques: • Gass (1988): comprehensible input v.s. comprehended input • Farch & Kasper (1986): top-down v.s. bottom-up • White (1987): learners do not make overgeneralizations unlearned once they receive comprehensible input • “Comprehensible input can facilitate acquisition but 1) is not necessary condition of acquisition, and 2) does not guarantee that acquisition will take place” (p. 279)

19. Does Input/Interaction modification lead to acquisition? • Main Focus: Vocabulary • FL modification helps vocabulary learning • Li (1989) • Tanaka & Yamazaki (1991)

20. Does modified input contribute to SLA? • Pellettieri’s (2000)

21. Role of Modified Output in SLA input NS NNS feedback/output------>clarification meaning negotiation interactive input/modified input modified output interactive input/modified input modified output

22. Interaction Flow comprehensible input: Krashen input NS NNS feedback/output------>clarification meaning negotiation interactive input/modified input comprehensible input: Long modified output interactive input/modified input modified output comprehensible output: Swain

23. Does comprehensible output contribute to SLA? • Swain (1995): Output Hypothesis recognize some linguistics problems, and pay attention to things that they need to discover more (i.e. the noticing/triggering function);

24. Questions for Critical Thinking • Some language educators have argued for the desirability of using “authentic” target language materials in the classroom. Do you agree with this? Why or why not?