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

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

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

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

What is going on? Foreigner talk Interlanguage talk

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

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 ?

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

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)

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

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)

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

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

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

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)

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

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 Pica, Young & Doughty (1987): Participants: 16 low-intermediate ESL learners Methods: Comparative study for 1)unmodified input 2) premodified input 3) Interactionally modified input Does interational modifications result in comprehension? No guarantee !

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)

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

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

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

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

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);

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?