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SLA PROVIDING INPUT FOR ACQUISITION

SLA PROVIDING INPUT FOR ACQUISITION. Colasula May 2013. Important Stand Points. Acquisition is more central than learning Acquisition happens when there is input of i+1 (comprehensible input) and low affective filter. Language classroom may / may not help.

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SLA PROVIDING INPUT FOR ACQUISITION

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  1. SLAPROVIDING INPUT FOR ACQUISITION Colasula May 2013

  2. Important Stand Points • Acquisition is more central than learning • Acquisition happens when there is input of i+1 (comprehensible input) and low affective filter. • Language classroom may / may not help. • We acquire input via reading and hearing / listening(what we read and hear), not via output (our actual talking and writing)

  3. What can language classroom do?

  4. The classroom is of benefit when it is the major source of comprehensible input. • When acquirers have rich sources of input outside the class, and when they are proficient enough to take advantage of it (i.e. understand at least some of it), the classroom does not make an important contribution.

  5. If second language classrooms is filled with input that is optimal for acquisition, it is quite possible that language classroom can do better than the informal environment, at least up to the intermediate level. • The value of second language classes lies not only in the grammar instruction, but in the simpler "teacher talk", the comprehensible input.

  6. The role of a language classroom is to bring students to the point where they can begin to use the outside world for further acquisition, to where they can begin to understand the language used on the outside

  7. Limitation of the Classroom • the range of discourse that the student can be exposed to in a second language classroom is quite limited, no matter how "natural“ we make it.

  8. The Role of Output • Output has a contribution to make to language acquisition, but it is not a direct one: simply, the more you talk, the more people will talk to you! Actual speaking on the part of the language acquirer will thus affect the quantity of input people direct at you. • Spoken fluency is acquired not by practicing talking but by understanding input, by listening and reading.

  9. Engaging in conversation is more effective than “eavesdropping”.

  10. Conversation and Language Acquisition • Participation in conversation is very good for acquisition but it is not in itself the causative variable in second language acquisition. • It is theoretically quite possible to acquire without participating in conversation.

  11. LANGUAGE ACQUISITION INPUT OUTPUT “CONVERSATION”

  12. OUTPUT AND LEARNING • Output aids learning because it provides a domain for error correction. • Could we teach language primarily by encouraging production, with little or no input, and correcting all errors?

  13. Characteristics of Optimal input for Acquisition • Optimal Input is Comprehensible • Optimal input is interesting and / or relevant. • Optimal input is not grammatically sequenced. • Optimal input must be in sufficient quantity.

  14. How to aid comprehension: - if you are teachers: There 2 ways: Linguistically and Non linguistically. Lingis

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