This essay pays special attention to the external linguistic factors that offer assistance to second language learners in acquiring a target language. External factors relate to the environment in which learning takes place. This involves considering the role played by the social situation in which learning takes place and the language the learner is exposed to input. The role of input is undoubtedly crucial in the process of second language learning.
I is universally accepted that in order to acquire an L2, learners need to be exposed to the target language. The concept of input is perhaps the single most important concept of second language acquisition, and no individual can learn a second language without some sort of input. The importance of the input has been advocated by a variety of learning theories. Theories of Second Language Acquisition (SLA) attach different importance to the role of input in language acquisition process but they all acknowledge the need for language input. In many approaches to SLA, input is considered as being a highly essential factor while in other approaches it has been neglected to a secondary role.
Table of Contents
1. Input and Language Learning Theories
1.1 Input and SLA Models
1.1.1 Input Model
1.1.2 Interaction Model
1.1.3 Output Model
2. Input and SLA Research
2.1 Quantity of Input
2.2 Quality of Input
2.2.1 Potential Sources of Comprehensible Input
2.2.1.1 Pre-modified input
2.2.1.2 Intearactionally Modified Input
2.2.1.3 Modified Output
3. Conclusion
Research Objectives and Themes
This academic paper examines the critical role of linguistic input in second language acquisition (SLA), exploring how different forms of input and output contribute to a learner's proficiency and language development.
- The theoretical relationship between input and language learning models (behaviorist, mentalist, and interactionist).
- The comparative effectiveness of input quantity versus input quality in SLA outcomes.
- Evaluation of pre-modified input, interactionally modified input, and modified output as sources of comprehensibility.
- The pedagogical implications for classroom instruction and the fostering of meaningful student-teacher interaction.
Excerpt from the Book
Input Model
The first model which treated input as the main factor in L2 acquisition is Krashen’s (1981) Comprehensible Input Hypothesis. Krashen (1981) claims that the first necessary condition for the input to be acquired is its comprehensibility, which is gained by its approximate level of difficulty, slightly higher than the learner’s present proficiency level. Such input is called roughly tuned input.
However, based on McLaughlin (1987), critics of Krashen’s Comprehensible Input Hypothesis believes that his concepts are vague; it is not clear what a slightly higher level of difficulty is, and it is not explicitly stated whether they apply to all aspects and levels of L2 acquisition. Moreover, Krashen’s theory equates L2 acquisition and L2 comprehension, by claiming that once L2 input has been comprehended, it has also been automatically acquired, which, obviously, is not the case.
Summary of Chapters
1. Input and Language Learning Theories: This chapter analyzes how behaviorist, mentalist, and interactionist theories conceptualize the role of input, while introducing key SLA models such as the Input, Interaction, and Output models.
2. Input and SLA Research: This section investigates the two primary dimensions of input research—quantity and quality—and evaluates specific strategies like pre-modification, interactional modification, and modified output.
3. Conclusion: This final chapter synthesizes the research findings, emphasizing that facilitating comprehensible input through active negotiation and student-centered interaction is vital for effective language acquisition.
Keywords
Second Language Acquisition, SLA, Input, Output, Comprehensible Input, Interaction, Language Learning, Pedagogical Implications, Proficiency, Modification, Discourse, Learner, Acquisition, Negotiation, Teaching Methods
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the role and implications of linguistic input in the process of second language acquisition, analyzing how exposure to language facilitates learner proficiency.
What are the central thematic fields covered?
The central themes include the theoretical underpinnings of SLA, the distinction between input quantity and quality, and the effectiveness of various input modification techniques.
What is the primary research goal?
The goal is to determine how different sources of input, specifically pre-modified, interactionally modified, and output-based input, influence a learner's ability to acquire a target language.
Which scientific methods are discussed?
The author reviews empirical research and theoretical hypotheses, including Krashen’s Comprehensible Input, Long’s Interaction Hypothesis, and Swain’s Comprehensible Output Hypothesis.
What does the main body address?
It addresses the various models of SLA, compares the impact of input quantity versus quality, and details the specific sources of comprehensible input available to learners.
Which keywords characterize this work?
Key terms include Second Language Acquisition, Input, Output, Interaction, and Comprehensible Input.
How does "roughly tuned input" relate to language acquisition?
According to Krashen, it is input that is slightly above the learner's current proficiency level, which is deemed necessary for the input to become acquired.
Why is "Modified Output" considered superior by some researchers?
Research, such as that by Ellis and He, suggests that producing and modifying one's own output allows learners to notice gaps in their knowledge, proving more effective than simple exposure to pre-modified input.
What role does the teacher play in facilitating input?
Teachers are encouraged to move away from traditional patterns of elicitation toward fostering a classroom environment that promotes active spoken interaction and negotiation of meaning.
- Citation du texte
- Dr. Mohammad Javad Moafi (Auteur), 2017, Second language acquisition. External linguistic factors and the role of input, Munich, GRIN Verlag, https://www.grin.com/document/593783
