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
- Input and Language Learning Theories
- Input and SLA Models
- Input Model
- Interaction Model
- Output Model
- Input and SLA Research
- Quantity of Input
- Quality of Input
- Potential Sources of Comprehensible Input
- Pre-modified input
Objectives and Key Themes
This text explores the crucial role of input in second language acquisition (SLA). It examines various theoretical perspectives on the relationship between input and language learning, analyzing different SLA models that highlight the importance of input. The text also delves into research on both the quantity and quality of input, investigating how these factors influence L2 proficiency.
- The role of input in second language acquisition (SLA).
- Different theoretical perspectives on input in SLA (behaviorist, mentalist, interactionist).
- Analysis of SLA models focusing on input (Input Model, Interaction Model, Output Model).
- Research on the quantity and quality of input and their impact on L2 proficiency.
- Potential sources of comprehensible input.
Chapter Summaries
Input and Language Learning Theories: This chapter examines the role of language input in SLA through the lens of behaviorist, mentalist, and interactionist theories. Behaviorist theories posit a direct relationship between input and output, viewing input as stimuli and feedback. Mentalist theories see input as a trigger for internal mechanisms, while interactionist theories emphasize the interplay between learners' mental abilities and the linguistic environment, highlighting the importance of verbal interaction in language learning. The chapter establishes the varying importance assigned to input across different theoretical frameworks, acknowledging the centrality of input while also recognizing its potential secondary roles in certain approaches.
Input and SLA Models: This chapter delves into various SLA models that consider L2 input as a crucial factor in language acquisition. It begins with Krashen's Comprehensible Input Hypothesis, which emphasizes the need for input that is slightly above the learner's current proficiency level. However, criticisms of this hypothesis are presented, such as its vagueness regarding "slightly higher level" and its assumption that comprehension automatically equates to acquisition. The chapter further explores Long's Interaction Hypothesis, which suggests that interactional adjustments are essential for making input comprehensible. Finally, Swain's Output Hypothesis is introduced, arguing that output, in addition to input, is necessary for achieving L2 fluency. These models collectively demonstrate the complex and multifaceted understanding of input's role within SLA.
Input and SLA Research: This chapter examines two main research areas concerning input in SLA: the quantity and quality of input. Research on the quantity of input suggests a correlation between exposure to target language input and L2 proficiency. However, the chapter acknowledges that this correlation may be influenced by other variables, such as the quality of input and opportunities for interaction. Research on the quality of input explores various methods of evaluating input quality, including the frequency and order of linguistic structures. The chapter also discusses Krashen's focus on comprehensible input and how modifications to speech can enhance comprehension and ultimately support language acquisition. The chapter highlights the intertwining and interdependent nature of input quantity and quality in influencing L2 learning outcomes.
Potential Sources of Comprehensible Input: This section focuses on identifying potential sources of comprehensible input for L2 acquisition. It introduces Park's (2002) categorization, highlighting pre-modified input (simplification and elaboration) as a key source. Pre-modified input involves modifying or simplifying input before learners encounter it, either by simplifying syntax and vocabulary or by elaborating on difficult vocabulary and complex syntax. This section underscores the importance of making input accessible to learners to facilitate comprehension and subsequent acquisition, emphasizing the active role of modifying input to suit the learner's current level.
Keywords
Second Language Acquisition (SLA), input, output, interaction, comprehensible input, interaction hypothesis, output hypothesis, input hypothesis, language learning theories, quantity of input, quality of input, modified input, SLA models.
Frequently Asked Questions about "Input and Second Language Acquisition"
What is the main focus of this text?
This text comprehensively explores the crucial role of input in second language acquisition (SLA). It examines various theoretical perspectives, analyzes different SLA models emphasizing input, and delves into research on input quantity and quality, investigating their influence on L2 proficiency. The text also identifies potential sources of comprehensible input.
What are the key themes covered in the text?
Key themes include the role of input in SLA, different theoretical perspectives on input (behaviorist, mentalist, interactionist), analysis of SLA models focusing on input (Input Model, Interaction Model, Output Model), research on input quantity and quality and their impact on L2 proficiency, and potential sources of comprehensible input, such as pre-modified input.
What language learning theories are discussed in relation to input?
The text examines behaviorist, mentalist, and interactionist theories. Behaviorist theories view input as stimuli and feedback, mentalist theories see it as triggering internal mechanisms, and interactionist theories emphasize the interplay between learners' abilities and the linguistic environment, highlighting verbal interaction's importance.
Which SLA models are analyzed in the text?
The text analyzes Krashen's Input Hypothesis (emphasizing comprehensible input slightly above the learner's level), Long's Interaction Hypothesis (highlighting interactional adjustments), and Swain's Output Hypothesis (stressing the necessity of output alongside input). Critiques of each model are also presented.
What research findings are presented regarding input quantity and quality?
Research suggests a correlation between exposure to target language input and L2 proficiency, though this is influenced by input quality and interaction opportunities. Research on input quality explores methods for evaluating it, including frequency and order of linguistic structures, and discusses modifications to speech to enhance comprehension.
What are potential sources of comprehensible input?
The text highlights pre-modified input (simplification and elaboration of syntax and vocabulary) as a key source, emphasizing the importance of making input accessible to learners to facilitate comprehension and acquisition.
What are the key chapters of the text?
The text is organized into chapters covering: Input and Language Learning Theories, Input and SLA Models, Input and SLA Research, and Potential Sources of Comprehensible Input. Each chapter provides a summary of its content.
What are the key words associated with the text?
Key words include: Second Language Acquisition (SLA), input, output, interaction, comprehensible input, interaction hypothesis, output hypothesis, input hypothesis, language learning theories, quantity of input, quality of input, modified input, and SLA models.
What is the overall objective of the text?
The text aims to provide a comprehensive overview of the role of input in SLA, examining theoretical perspectives, research findings, and practical implications for language teaching and learning. It seeks to clarify the multifaceted nature of input's role in achieving L2 fluency.
- 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
