Group 4 role of l2 input
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Transcript of Group 4 role of l2 input
The Role Of L2 Input In Second Language
Acquisition / Learning
Group 4: Phun Bandith Lecturer: Meas Sopheak
Nguon Neardey Subject : AL401
Institute of Foreign Languages, Department of English
Class: E4.5, 2010-2011
Content• By Bandith:
- What is L2 input ?- Type of input- Input for students- How target learners get L2 input?
• By Neardey:- Input hypothesis- Input for teacher- What teacher should do?
What Is L2 Input?• Input is defined as “the linguistic forms
(morphemes, words, utterances)—the streams of speech in the air—directed at the non-native speaker” (Long, 1983, p.127)
• Individual hears or receives and from which he or she can learn. (Richards J. C. & Schmidt R. 2002):
• Target language spoken by the teacher which is heard by the learners (Gass, 1997)
Type of Input• Conscious and unconscious (Wang, 2010)• Three forms of input: written, verbal and
non-linguistic • Output of teacher is input for students• Output of students is input for teacher• Interaction another type of input
Input for Students
• Tool to improve their language learning• Boosting their learning process• Independence learners• Interact with partner• Improve social communication
How target learners get ‘L2 Input’
– At school:• Lectures• Presentations• Discussion• Reading and listening materials…
– Outside classroom:• Mass media (Radio, Television…)• Native speaker…• Distance learning program
Input Hypothesis• “Human acquires language in only way – by
understanding messages, or by receiving comprehensible input.” (Krashen,1985)
• Comprehensible input (i+1): input that slightly above the learner’s competence (Krashen,1985)
• Learners improve and progress along the ‘the natural order’ when they receive L2 comprehensible input
Input for Teacher
• Tool to improve students’ knowledge• Transfer to students as input for student• Output from students enable teacher to know
about his/her students (level, understanding)
What teacher should do?
• Providing opportunities for students to talk• Simplification of Language: Rough-tune• Language modification
What teacher should do? (con’t)
• Teacher’s input should be:- Comprehensible - Interesting- Sufficient quantity- Authentic
References• Gass, S. (1997). Input, interaction and the second language learner. Mahwah , NJ:
Lawrence Erlbaum Associates. • Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York:
Longman.• Mitchell, R. & Myles, F. (2004). Second language theories (2nd ed.). London, Great
Britain: Hodder Arnold.• Richards, J. C. & Schmidt, R. (2002). Longman dictionary of language teaching and
applied linguistics. Harlow: Pearson Education.• Wang, X. (2010, May). Features of input of second language acquisition. Journal of
Language Teaching and Research, 1(3), 282-284.• Xu, F. (2010). The Role of Input and Interaction in Second Language Acquisition.
Journal of Cross-Cultural Communication, 6(1), 11-17.
THANK FOR YOUR ATTENTION
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