INPUT, OUTPUT, INTERACTION

1

• Input
• Interaction
• output

2
Input

• Input what is available to the learner
• Intake what is actually internalized by the
  learner
• Baby talk, motherese, caretaker speech,
  child-directed speech
• Speech directed toward young children.
• Foreigner talk
• speech directed toward linguistically deficient
  NNSs

3

• NNS How have increasing food costs changed your
  eating habits?
• NS Well, we dont eat as much beef as we used
  to. We eat more chicken, and uh, pork, and uh,
  fish, things like that.
• NNS Pardon me?
• NS We dont eat as much beef as we used to. We
  eat more chicken and uh, uh pork and fish. We
  dont eat beef very often. We dont have steak
  like we used to.

4

• NNS How have increasing food costs changed your
  eating habits?
• NS Well, I dont know that its changed THEM. I
  try to adjust.
• NNS Pardon me?
• NS I dont think its changed MY EATING HABITS.

5

• What factors determine comprehension?
• Grammaticality of someones speech, as well as
  pronunciation and vocabulary.
• Ones ability to understand.
• Indication of understanding
  Backchannel cues
• Use of words (yeah, really) or sounds (hmm, oh)
  by listener when someone else is speaking.

6

• Comprehension is facilitated by three factors
• Familiarity with a particular NNS
• Familiarity with nonnative speech in general
• Familiarity with the discourse topic

7
Interaction

• The interaction approach accounts for learning
  through input (exposure to language), production
  of language (output), and feedback that comes as
  a result of interaction.
• Interaction involves a number of components,
  including negotiation, recasts, and feedback.

8

• Negotiation of meaning refers to those instances
  in conversation when participants need to
  interrupt the flow of the conversation in order
  for both parties to understand what the
  conversation is about.
• J NS of Japanese S NS of Spanish
• J And your what is your mm fathers job?
• S My father now is retire.
• J Retire?
• S Yes
• J oh yeah.
• ....

9

• Forms throughout conversations in which there is
  a nonproficient NNS participant
• Comprehension check
• NNS I was born in Nagasaki. Do you know
  Nagasaki?
• Confirmation check
• NNS1 When can you go to visit me?
• NNS2 Visit?
• Clarification request
• NNS1 . Research.
• NNS2 Research, I dont know the meaning.

10
output

• Input alone isnt sufficient for acquisition,
  because, when one hears language, one can often
  interpret the meaning without the use of syntax.
  Production, then, may force the learner to move
  from semantic processing to syntactic
  processing.
• In what ways can output play a central role in
  the learning process?
• Receiving crucial feedback for the verification
  of these hypotheses.
• Testing hypotheses about the structures and
  meanings of the target language.
• Developing automaticity in IL production.
• Forcing a shift from more meaning-based
  processing of the L2 to a more syntactic mode.

11

• Feedback is an important source of information
  for learners. It provides them with information
  about the success of their utterances and gives
  additional opportunities to focus on production
  or comprehension.
• Learner
• She eat a sandwich last night.
• Teacher
• Full repetition She eat a sandwich last night?
• Partial repetition Eat last night? Eat?
• Elicitation She what stressed last night?
• Metalinguistic information It happened last
  night. So what should we say? (How do we form the
  past in English?)

12
i
Interaction
Recasts
Negotiation
Learning
Feed back
Attention
13
Recasts

• A recast is a reformulation of an incorrect
  utterance that maintain the original meaning of
  the utterances.
• They are less directed and implicit feed back.
• For Example
• NNS Why he want this house ?
• NS Why does he want this house?

14
Hypothesis Testing

• That is, the activity of using language helps
  create a degree of analyticity that allows
  learners to think about language.
• This is not to say hypothesis are being
  consciously tested every time an L2 speaker
  produces an utterance.
• For example
• 1Ah the dog is barking to
• 2At!
• 1At the woman

15
The Function of input and interaction

• Different Input
• 1.Positive evidence set of well formed
  utterances to which learners are exposed
• 2. Negative evidence consist of information
  provided to a learner that his utterance is
  deviant and it has two kinds Direct and Indirect

16
The Function of input and interaction

• For example
• NS Did you fly to Singapore yesterday?( Positive
  evidence )
• NNS Did I flied here yesterday?
• NS Sorry
• NNS Did I flied here yesterday?
• NS Yes, did you fly here yesterday?( Indirect
  Negative evidence )

17
Limitation of Negative evidence

• First, correction can not occur with all
  incorrect forms
• Second, many cases the learner may not even
  realize that an error has occurred .
• Third, it doesnt provide sufficiently specific
  information to inform the learner where exactly
  an error has been made

18
Example for second limitation

• NS When I get to Paris, Im going to sleep for
  one whole day. Im so tired.
• NNS What ?
• NS Im going to sleep for one whole day
• NNS One hour a day?
• NS Yes.

19
Function of interaction

• Conversational interaction contributes to
  development of language, because it is the means
  by which the learner is able to crack the code.
• This take place when the learner can infer what
  is said even though the massage contains
  linguistic items that arent yet part of his
  competence.