1. Input and Interaction and Second Language Acquisition
SLA Study Group
Yu-Feng Diana Yang, Ph.D.

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

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

4. 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

5. What is going on?
Foreigner talk
Interlanguage talk

6. 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

7. 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 ?

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

9. 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)

10. 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

11. 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)

12. 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

13. 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

14. 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

15. 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)

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

17. 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 !

18. 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)

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

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

21. 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

22. 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

23. 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);

24. 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?