The role of input in L2 acquisitionIsobel Martínez Duce Eloísa Moya Antón directed activities . Some are based on the computational model of L2 input hypothesis the interaction hypothesis frequency hypothesis comprehensible output hypothesis noticing hypothesis and the sociocultural theory (Vygotsky's theory of mediating learning and the role attributed to interaction in assisting learners to acquire linguistic skills in goal.INTRODUCTION: Issues regarding the role of input in L2 acquisition It is important to distinguish between two broad approaches in the study of the role of input in L2 acquisition and interaction. . learning can be modified.Introduction: input First of all. They can be internal and external. and so. SLA focuses on the formal features of language. and. there are several factors that influence the learner. Its goal is to describe the L2 acquisition. the other is the input. to explain it and to identify the external and internal factors that account for why learners acquire an L2 in the way they do. one of the external factors is the social milieu. Precisely. it is very helpful to describe what is Second Language Acquisition (SLA). In SLA. It is a data source for acquisition¨ Depending on the type of inputs. language learning cannot occur. So. Inputs are needed in order to acquire a second language. the learning will be different. Input is the primarily linguistic data for the learner. Without inputs. what kind of inputs are better for learning? .What is input? ¨Inputs are the samples of language to which the learner is exposed. it is important to say. lots of repetitions and paraphrasing (usually focuses on child’s behaviour) Foreigner talk L2: Language used by NS when communicating with NNS (focuses on information exchange) Input enhancement.taker speech L1: language that adults used to talk to children. of re-castings. the one which is adjusted to the learner in order to let the student understand the meaning of the utterance Care. Positive IE: involves manipulating input in certain ways to make formal feat.g.: louder voice or stress. the language that the learner can readily understand for its meaning Modifying input. error correction. (could be also Foreigner talk) Negative IE: is basically feedback ( in the form. it is usually implies simple syntax.TYPES OF INPUTS Comprehensible input.or any other way of making the learner know he/ she is making a mistake) . entails any effort to make formal features of language more salient to learners. More obvious to learners: e.etc. THE ROLE OF INPUT 1. language is acquired throughout 2. Interaction Hypothesis: also considers comprehensible input but it makes more emphasis on the interaction and the negotiation of meaning . Input hypothesis: comprehensible input Krashen. The natural order hypothesis says that we acquire the rules of language in a predictable order. it is better to clarify what says the natural order hypothesis. the input hypothesis is strongly related to the natural order hypothesis in that: .Introduction: the input hypothesis Before we explain what is about the input hypothesis. some rules come earlier than others. Knowing this. the better conditions are offered to increase its comprehensibility.2) Input is the only necessary condition for language learning. p. in terms of its syntactic complexity. If the learner’s current competence is I then comprehensible input is i+1. Input which is either too simple (already acquired) or too complex (i+2/3/4) will not be useful for acquisition. ¨the more input is queried. Comprehensible input is defined as second language competence. recycled and paraphrased. the next step in the developmental sequence. 1985.INPUT HYPOTHESIS It claims that we move along the development continuum by receiving comprehensible input. the greater its potential usefulness as input. (Krashen. The exposure to comprehensible input is necessary and sufficient for Second Language Learning take place¨ . • Learners get data during the act of comprehension • Comprehension implies extracting meaning from input . and the strategies and mechanisms that guide and direct the processes in doing this.INPUT PROCESSING It refers to how learners connect meaning and function with formal features of language in the input. Underlying idea: • Acquisition is input dependent. Input processing How do learners get linguistic data from the input while they are attempting to comprehend the language? Something must be filtering this data. this is the focus of input processing research . : We travelled to London yestarday. e.PRINCIPLES WITHIN THE INPUT HYPOTHESIS • First noun principle: is the tendency learners have to process the first noun or pronoun in the sentence as its subject. SVO. before than those in mid position. . Learners parse sentences paying attention to content words and somehow ignoring grammatical inflections. ( fine for lang.and sometimes final position. but not others) • lexical preference principle: learners will process lexical forms for meaning before grammatical forms when both encode the same semantic information.g. • Sentence location principle: learners tend to process elements in sentence initial position. They will take as a time indicator yesterday and to the _ed Past. . (language kept in the working memory) becomes finally integrated into the developing interlanguage system. • It does not explain how intake. The name most widely associated with input processing is Bill Van Patten.WEAKNESSES OR FLAW AREAS • it doesn´t provide a clear insight of the parsing of input and the procedures to link form to meaning. 45) .From input to intake Differences between input and intake Input is the first linguistic data Intake is known as the linguistic data processed from the input and held it in the working memory but not yet acquired Difference between acquisition and learning Acquisition refers to the ¨subconscious process identical in all important ways to the process children utilize in acquiring their first language¨ (Krashen. p. 1985. 1985) Learning refers to the ¨conscious process that results in knowing about language¨ (Krashen. ¨A process which mediates between target language input and the learner’s internalized set of rules¨ Chaudron. It is useful to make clear the difference among input. 1985 INTAKE OUTPUT INPUT . and output. intake. the incorporation of the input in the memory of the learner. the automatic use of the input. the language to which learners are exposed.From input to intake There are several factors that intervene in the acquisition of the second language. 1996) . and it is through this negotiation of meaning that the nature of meaning will be qualitatively changed.THE ROLE OF INPUT WITHIN THE INTERACTION HYPOTHESIS In the 80s Long in a attempt to justified the importance of input SLL. the greater its potential usefulness as input. but rather negotiated. because it should become increasingly well-targeted to the particular developmental needs of the learner” (Long 1981. to increase its comprehensibility. 1983. “the more input was queried. recycled and paraphrased. input should not be fed into the learners' supposed linguistic internal device. BIBLIOGRAPHY Ellis. Oxford: Oxford University Press Rosamond. La lingüística del siglo XX. (2008). Second Language Learning Theories (2nd ed. The Study of Second Language Acquisition (2nd ed.). . Historia de la lingüística.). Tomo II. Caracas: Universidad Católica Andrés Bello . R. M. & Florence.J. M (2004). Fernando (1997). Hodder Arnold Arellano S. THANK YOU FOR YOUR ATTENTION .