File Name: input interaction and second language acquisition .zip
Edmondson, E. Twelve Lectures on Second Language Acquisition.
Discussion of native speaker-non-native speaker NS-NNS conversation, however, often conflates two related but distinguishable phenomena, input to and interaction with the NNS. Input refers to the linguistic forms used; by interaction is meant the functions served by those forms, such as expansion, repetition, and clarification. This paper explores the possibility that a distinction between these two facets of NS-NNS conversation is important both theoretically, in order better to understand the second-languageacquisition SLA process, and in practice, when considering what is necessary and efficient in SL instruction. In some ways analogous to talk to young children baby talk , foreigner talk has been defined as a register of simplified speech. There now have been at least 30 studies of foreigner talk FT.
Adams, R. Language learning strategies in the study abroad context. Duffon, and E. Buffalao, NY: Multilingual Matters. Social interaction and linguistic gain during study abroad. Foreign Language Annals 40 1. Brecht, R.
The Interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. The interaction hypothesis states that 1 Comprehensible input is a requirement for second language acquisition, and 2 Input is made comprehensible to the learner via negotiations for meaning in conversations. Later responses, i.
Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.