Adrian Alvarez

1. INPUT AND INTERACTION Adrian Alvarez

2. Input and Interaction Ellis (1985), interaction, as the discourse jointly constructed by the learner and his interlocutors and input is the result of interaction. The interactionist view of language learning, is that language acquisition is the result of an interaction between the learner’s mental abilities and the linguistic environment. Long (1990) proposed that interaction is necessary for the second language acquisition. Three important aspects: Input, production (output) and feedback.

3. Krashen suggests that natural communicative input is the key to designing a syllabus. • According to Ellis, R (1985) there are different kinds of input. - Caretaker’s speech - Foreigner talk - Teacher talk

4. Caretaker’s speech • Characteristics: - Simplified vocabulary. - Concrete, immediate referents. - Closed class words. - Simplified phonology. - Higher pitch. - Exaggerated intonation. - Simplified Syntax. - Use of full noun phrases rather than pronouns. - Frequent questions. - Frequent repetition.

5. Redundancy: lot of repetition • Adjustments in pronunciation, intonation and rhythm. • Mothers simplify their speech to facilitate the exchange of meanings. • They pay little attention to the formal correctness of their children speech but they attend to the social appropriateness of their utterances. • They adjust the speech on the basis of feedback from an individual child. • Full sentences, not in two Word stage even with the smallest children.

6. Foreigner talk • The simplified version of a language that native speakers use in order to address other speakers for whom this language is not a native one, especially speakers who do not know the language at all. Adjustment of the speech • Regression: Native speakers unconsciously move back through the stages of development that characterized his own acquisition of the language until he reaches an appropriate level for the person he is addressing. • Matching: The native speaker evaluates the learner’s language system and then imitates the language forms he identifies in it. • Negotiation: The native speaker simplifies and clarifies according to the feedback he obtains from the learner.

7. Teacher talk • Characteristics: • Teachers address to L2 learners is treated as a register, with its own specific formal and interactional properties • Teachers should be conscious of the behaviors of routine. • Students should be asked what can be accomplished when turns are taken in talking; • Ambiguous instructions should be made clearly explicit. • Formal adjustments occur at all language levels. • Language was found simpler. • Ungrammatical speech modifications do not occur. • Interactional adjustments occur.

8. Acculturation/Pidginization Acculturation is a process in which members of one cultural group adopt the beliefs and behaviors of another group. In this process language acquisition is affected by: • Social distance • Psychological distance

9. A pidgin is a language that develops to meet the communicative needs of two or more groups of people who speak different languages and who are in a contact situation. Establish that: • Similarities between pidginization and early stages of second language acquisition. • Similarities between creolization and later stages of second language acquisition.

10. Thank you!