Input, Interaction and outputin SLA.pptVIP

Input, Interaction, and Output in SLA Beginning with Behaviourism The Behaviourist framework holds that imitation (and reinforcement) of language input is the primary mechanism in language acquisition. Without input, learning cannot occur Does simply being exposed to language give the opportunity for imitation and learning? Later research, inspired by the MOSs, shifted focus to mechanisms internal to the learner Learners have internal systems that construct language in a particular order, regardless of the input Input complexity Corder (1967) distinguished between Input and Intake Input is what is available to learners Intake is what is internalized by learners Krashen’s Input Hypothesis was an early attempt to identify what distinguished input from intake Comprehensible input could become intake and aid the learner’s growing grammatical system However, we know that this hypothesis is untestable: there’s no way to identify i or i+1 Simplifying Input Ferguson (1971) noticed that language directed at ‘linguistically deficient’ individuals (children or NNSs) is generally simplified. NSs constantly make adjustments to their speech in the areas of pronunciation, grammar, and the lexicon in order to facilitate comprehension by the other interlocutor He called speech directed at children “baby talk” and speech directed at NNSs “foreigner talk” Now these are called Motherese or Child-directed speech and Foreigner Talk Discourse Elements of FTD Pronunciation Final stops are released Fewer reduced vowels Fewer Contractions Slower rate and longer pauses Vocabulary High frequency vocab Less slang and fewer idioms Definitions provided within the discourse Extra gestures More elements of FTD Syntax Short, simple sentences “Topics” moved to front of sentences Frequent repetitions New info at end of sentence NS repeats/modifies learners’ incorrect utterances (recasts) NS fills in blanks for learners’ incomplete utterances Discourse Implicit information made explicit Extra tag que