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    Input

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    Haiza Ieja II
    Input is a key factor in second language acquisition according to several theories. Input refers to the target language that learners are exposed to through sources like authentic materials, foreigner talk, teacher talk, and learner interactions. Sources of input include modified speech, native speakers, teachers, and other learners. While theories differ on the exact role of input, it is generally seen as necessary for acquisition, though some theories argue it must be accompanied by interaction and output practice. Frequency and comprehensibility of input are important factors for internalizing new language according to various hypotheses.

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    Input

    Uploaded by

    Haiza Ieja II
    63 views9 pages
    Input is a key factor in second language acquisition according to several theories. Input refers to the target language that learners are exposed to through sources like authentic materials, foreigner talk, teacher talk, and learner interactions. Sources of input include modified speech, native speakers, teachers, and other learners. While theories differ on the exact role of input, it is generally seen as necessary for acquisition, though some theories argue it must be accompanied by interaction and output practice. Frequency and comprehensibility of input are important factors for internalizing new language according to various hypotheses.

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    Input is a key factor in second language acquisition according to several theories. Input refers to the target language that learners are exposed to through sources like authentic materials, foreigner talk, teacher talk, and learner interactions. Sources of input include modified speech, native speakers, teachers, and other learners. While theories differ on the exact role of input, it is generally seen as necessary for acquisition, though some theories argue it must be accompanied by interaction and output practice. Frequency and comprehensibility of input are important factors for internalizing new language according to various hypotheses.

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    63 views9 pages

    Input

    Uploaded by

    Haiza Ieja II
    Input is a key factor in second language acquisition according to several theories. Input refers to the target language that learners are exposed to through sources like authentic materials, foreigner talk, teacher talk, and learner interactions. Sources of input include modified speech, native speakers, teachers, and other learners. While theories differ on the exact role of input, it is generally seen as necessary for acquisition, though some theories argue it must be accompanied by interaction and output practice. Frequency and comprehensibility of input are important factors for internalizing new language according to various hypotheses.

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    Input in second

    language learning

    By Haiza
    Sabrina
    Ummi
    What is input in L2 learning?
    Input is operationally defined as oral and/or written of the target
    language (TL) to which L2 learners are exposed through various
    sources, and recognized by them as language input.

    Two important elements of input :


    1. Availability: The degree the input is available via different
    sources

    2. Accessibility: The extent the input is linguistically and


    cognitively accessible to the learners
    Various sources of input in SLA
    Modified
    speech
    1. Authentic and pedagogic materials and books
    L2
    Native
    learner
    2. Foreigner talk: native-nonnative speaker talk speaker/
    teacher/
    learner
    3. Teacher talk: student-teacher talk

    4. Interlanguage talk: learner-learner talk

    5. The learners’ own Interlanguage


    Importance of input in L2 learning
    Various SLA theories pinpoint the role of input but differ greatly in the importance that is
    attached to it (Ellis, 2012):
    Behaviorism theories Appropriate stimuli (learners are language
    producing machines who look at correct models  imitate  practice  produce)
    Input + reinforcement learning

    Mentalist theories A trigger that sets off the internal learningprocessing,


    and it is indeterminate by itself (poverty of stimulus).
    (non-interactive) Input+ internal processing learning

    Interactionist Theories Input is provided via social interaction


    (interactive) Input + internal processing+ interaction(linguistic environment)
    learning
    Two broad views on input leading to
    acquisition
    Input is both necessary and sufficient for L2 acquisition
    1. The frequency hypothesis
    2. Input processing theory
    3. Input hypothesis

    Input is not sufficient on its own but interaction/output are also


    required.
    1. Interaction hypothesis
    2. Comprehensible output hypothesis
    3. Gass’ model of L2 acquisition (The most comprehensive
    model available)
    4. Sociocultural theory
    The Frequency Hypothesis (Hatch and
    Wagner Gough)
    The Frequency Hypothesis the order of L2 acquisition is determined by
    the frequency with which different linguistic items occur in the input (acquisition
    is input dependent)
    Input frequency enhance or lessen the form-function relationship by
    providing cues.
    What makes a cue useful

    CueFrequency
    availability Cue reliability Conflict validity

    The extent to which a cue Whether a cue loses or wins


    How often it is when it appears in competitive
    always maps the same form
    available in the input environments
    onto the same function
    Input processing theory (Vanpatten)
    The idea behind it Acquisition is input dependent
    The focus is on how learners process input and convert it into intake, and
    hence how an internalized system develops.

    Input-processing principles

    1. Learners process input for meaning before they process it for form.

    2. Learners process content words in the input before anything else.

    3. Learners process lexical items before grammatical items (e.g.


    morphological markings).

    4. Learners prefer processing “more meaningful” morphology before


    "less" or "non-meaningful" morphology.
    Input hypothesis (Krashen)
    Input hypothesis: The availability of (comprehensible) input (i + 1) is
    the only necessary and sufficient condition for language acquisition
    to take place.

    Claims of input hypothesis:

    1. Learner progress along natural order provided i+I input


    2. Input becomes comprehensible as a result of simplification and
    contextual and extralinguistic clues (pre-modified input)

    3. Sufficient amount of comprehensible input is the main feature of


    effective SLA.

    4. Speaking is a result of acquisition and not its cause

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