二语习得(L6正)

LessonSixInput,interaction,andSecondLanguageAcquisitionTasks:1Writingapaperonthetopicananalysisoftheteachertalkinalesson2Writingapaperonthetopicaninteractionanalysisofalesson3WritingapaperonthetopiceffectsofinputontherateofSLAQuestionsforUnit61.Whataredefinitionsofinput,interaction,andintake?2.Whatarethethreeviewsoninputinlanguageacquisition?3.HowdoInputandinteractionfunctioninnaturalsettings?4.WhatisForeignertalk?5.Whatarekindsofdiscourseoflanguageclassroom?6.Whatistraditionalwayofinput?7.Whyisthegrowthofinterestintheanalysisofteacherlanguageandinteraction?8.Whatarethetypesofinteractionanalysis?9.Whatarethecharacteristicsofteachertalk?10.Howisdiscourseanalysisdifferentfrominteractionalanalysis?11.Howisnaturallanguageenvironmentsfromclassroomlanguageenvironments?12.WhatistheroledoesinputplayinSLA?13.Whatarethewaysofinvestigatingtheeffectsofinputandinteraction?14.WhataretheeffectsofinputandinteractionontherouteofSLA?15.Whatisformulaicspeech?16.HowdoesformulaicspeechinfluenceSLA?17.Whatisverticalstructure?(withexample)18.Whatinfluencesfrequencymainly?19.Whatdoescomprehensibleinputmean?20.Whatarethedifferencesbetweebinputandintake?21.WhatareeffectsofinputandinteractionontherateofSLA?Input,interaction,andSecondLanguageAcquisitionDefinitionofinput,interaction,andintakeThreeviewsoninputinlanguageacquisitionInputandinteractioninnaturalsettingsInputandinteractioninclassroomsettingsTherolethatinputandinteractionplaysinSLADefinitionofinput,interaction,andintakeInputisusedtorefertothelanguagethatisaddressedtotheL2learnereitherbyanativespeakerorbyanotherL2learner.Interactionconsistsofthediscoursejointlyconstructedbythelearnerandhisinterlocutors;input,therefore,istheresultofinteraction.Intakeisthepartoftheinputthatisprocessedor‘letin’.ThreeviewsoninputinlanguageacquisitionThebehavioristviewBehaviorismaccountsofSLAviewthelearneras‘alanguageproducingmachine’.Thelinguisticenvironmentisseenasthecrucialdeterminingfactor.Inthismodeloflearning,inputcomprisesthelanguagemadeavailabletothelearnerintheformofstimuliandalsowhichoccurasfeedback.Thus,theavailabilityofsuitablestimuliisofutmostimportance.Feedbackalsoservestwopurposes:ItindicateswhentheutterancesproducedbyL2learnersarecorrect,andsoreinforcethem.Italsoindicateswhentheutterancesareill-formedbycorrectingthem.Theregulationofthestimuliandtheprovisionoffeedbackshapethelearningthattakesplaceandleadtotheformationofhabits.ThenativistviewThenativistview:NativistaccountsofSLAviewthelearneras“agrandinitiator”.Theymaintainthatexposuretolanguagecannotaccountsatisfactorilyforacquisition.Inputisseenasatriggerwhichactivatestheinternalmechanism.ThenativistviewLater,researchfocusedontheoutputofL2learners.Thisisbecauseitwasbelievedthattheoutputwouldrevealthenatureofthelearningstrategies.AsLarsen-Freeman(1983a:88)observes:“researchersalltoooftenhaveconfinedthescopoftheirstudiestoexaminingthelearner’slinguisticproduct,thusoverlookinganimportantsource(i.eput)ofinformationwhichcouldproveelucidatinginachievingabetterunderstandingoftheacquisitionprocess.”Inotherwords,nativistviewsprecludedthepossibilitythatatleastsomeaspectsofthelearner’soutputcouldbeexplainedintermsofthecharacteristicsoftheinput.Thenativistviewminimizestheroleoftheinputandexplainslanguagedevelopmentprimarilyintermsofthelearner’sinternalprocessingmechanisms.Inputfromsocialenvironmentmerelytriggers.Chomsky’sassertions:ZerorelationbetweenqualityofinputandultimateL1acquisitionInputservesasatriggerforinnateprinciplesofUGandtosetlanguage--specificparameters.TheinteractionistWhereasabehavioristviewoflanguageacquisitionseekstoexplainprogresspurelyintermsofwhathappensoutsidethelearner,thenativistsseektheinternalfactorofthelearner.Athirdview,however,istenable.Thistreatsacquisitionoflanguageastheresultofandinteractionbetweenthelearner’smentalabilitiesandthelinguisticenvironment.Thelearner’sprocessingmechanismsbothdetermineandaredeterminedbythenatureoftheinput.Similarly,thequalityofinputaffectsandisaffectedbythenatureoftheinternalmechanisms.Inaword,theinteractionistviewseeslanguagedevelopmentastheresultbothofinputfactorsandofinnatemechanisms.DifferencesAccordingtotheroleofinputinlanguagedevelopment,threeviewsaredifferent.Thebehaviouristviewemphasizestheimportanceofthelinguisticenvironment,whichistreatedintermsofstimuliandfeedback.Thenativistviewminimizestheroleoftheinputandexplainslanguagedevelopmentprimarilyintermsofthelearner’sinternalprocessingmechanisms.Theinteractionistviewseeslangagedevelopmentastheresultbothofinputfactorsandofinnatemechanisms.Languageacquisitionderivesfromthecollaborativeeffortsofthelearnerandhisinterlocutorsandinvolvesadynamicinterplaybetweenexternalandinternalfactors.Characteristicsofinputtolanguagelearners1.nativespeakertalk2.caretakertalk3.foreignertalk4.interlanguagetalkCaretakertalkWhencaretakersspeaktoyoungchildrenwhoareintheprocessofacquiringtheirL1,theytypicallyadjusttheirspeechinanumberofways.Theregisterthatresultshasbeenreferredtovariouslyas‘baby-talk’,‘mothe