Input and Interaction
and Second
Language Acquisition
SLA Study Group
Yu-Feng Diana Yang, Ph.D.
Email: dyang@mail.nsysu.edu.tw
What is input?
Behaviorist: stimulus
 Mentalist: trigger
 Interactionist Theory: utterance generated
in social interaction

Interaction Flow
input
NS
NNS
feedback/output------>clarification
interactive input/modified input
meaning
negotiation
modified output
interactive input/modified input
modified output
Interaction Flow
input
NS
comprehensible input: Krashen
NNS
feedback/output------>clarification
interactive input/modified input
meaning
negotiation
comprehensible input: Long
modified output
interactive input/modified input
modified output
comprehensible output: Swain
What is going on?
Foreigner talk
 Interlanguage talk

Role of Input in SLA
input
NS
NNS
feedback/output------>clarification
interactive input/modified input
meaning
negotiation
modified output
interactive input/modified input
modified output
Role of Input in SLA

How does input affect on the development
of L2 (route of development)?
 what
type of input, what input (content), how
much input (amount & frequency)?
 which part of the L2 development ?
How does input affect on the
development of L2?

how much input (frequency) vs. which part
of the L2 development
How does input affect on the
development of L2 ?
What if the input is ungrammatical?

Gass & Lakshmann (1991)

Participants:





Alberto & Cheo
L1-Spanish; L2 Learners of English
Method: Longitudinal Design Correlation study
Result: subjectless input correlate with subjectless output (over
time)
Bias & Limitations:


L1 influence
Correlation V. S. Causality (causative relationship)
How does input affect on the
development of L2 ?
What if the input is comprehensible?

Krashen (1981, 1985, 1989): Method:
Extrapolation from L1 studies
 Results:
Input Hypothesis
Comprehensible Input and SLA

Input Hypothesis: i+1 (Krashen, 1981,
1985, 1989)
Speaking=result of acquisition but not
causes (i+1)
Natural
simplification &
contextual and extralinguistic clues
Learning
Order
Intake: affectively accepted (1)
Current Competence Level (i)
Role of Input in SLA
input
NS
NNS
feedback/output------>clarification
interactive input/modified input
meaning
negotiation
modified output
interactive input/modified input
modified output
Interaction Flow
input
NS
comprehensible input: Krashen
NNS
feedback/output------>clarification
interactive input/modified input
meaning
negotiation
modified output
interactive input/modified input
modified output
comprehensible input: Long
Interactive Input and SLA

Long (1983)
Speaking=result of acquisition but not
causes
simplification &
contextual and extralinguistic clues
Interactive Input
Intake: affectively accepted
Current Competence Level
Interactive Input and SLA
Verbal communication
task involving
two-way information
Opportunity for less
competent speaker
to provide feedback
on his/her comprehension
Language acquisition
Negotiated
modification
of conversation
Comprehensible Input
(Long, 1983, p.214)
Does modified input contribute to
SLA?

Long (1985): Indirect studies
Linguistic/conversational adjustment
comprehensible input
2. Comprehensible input  acquisition
3. Linguistic/conversational adjustments
acquisition
1.
Does Linguistic/conversational adjustment
promote comprehensible input?

Pica, Young & Doughty (1987): Comparative
study: interationally modified input resulted in
the highest levels of comprehension->but we not
sure if it is because of the greater quantity or
greater quality

Pica (1992): same quality of premodified or
interactionally modified input make no difference
in comprehension level
Does interational modifications result in comprehension?
No guarantee !
Does comprehensible input lead to
SLA?

Literature Reviews: Long (1983), Larsen-Freeman and
Long (1991) & Krashen (1986, 1989)-see p. 271

Critiques:




Gass (1988): comprehensible input v.s. comprehended input
Farch & Kasper (1986): top-down v.s. bottom-up
White (1987): learners do not make overgeneralizations
unlearned once they receive comprehensible input
“Comprehensible input can facilitate acquisition but 1) is
not necessary condition of acquisition, and 2) does not
guarantee that acquisition will take place” (p. 279)
Does Input/Interaction modification
lead to acquisition?
Main Focus: Vocabulary
 FL modification helps vocabulary learning

 Li
(1989)
 Tanaka & Yamazaki (1991)
Does modified input contribute to
SLA?

Pellettieri’s (2000)
Role of Modified Output in SLA
input
NS
NNS
feedback/output------>clarification
interactive input/modified input
meaning
negotiation
modified output
interactive input/modified input
modified output
Interaction Flow
input
NS
comprehensible input: Krashen
NNS
feedback/output------>clarification
interactive input/modified input
meaning
negotiation
comprehensible input: Long
modified output
interactive input/modified input
modified output
comprehensible output: Swain
Does comprehensible output
contribute to SLA?

Swain (1995): Output Hypothesis
recognize some linguistics problems, and pay
attention to things that they need to discover
more (i.e. the noticing/triggering function);
Questions for Critical Thinking

Some language educators have argued for
the desirability of using “authentic” target
language materials in the classroom. Do
you agree with this? Why or why not?