The Input Learner Learners Forward Throughout Interlanguage Development

RL.9-10.1.1-7 Reading closely informational texts and viewing multimedia to determine how meaning is conveyed and explicit and implicit through language.

Interpreting and mental processing. Cokely (1992), Taylor (1993), and later Russell (2002) illustrate in their research dissertations that the interpreting process, from the source message to producing an equivalent interpretation in the target language (ASL or English), occurs in nanoseconds. Researchers who assess the impact on message accuracy within an interpretation further support the need for preparation to assist in the production of a dynamic equivalent interpreted message. The less an ASLI/TiE knows about a subject results in more time spent on attempting to understand the content and meaning, thus impacting the target language message. Napier and Barker (2004), explain ASLI/TiE’s “decontextualize each original utterance to a certain extent so that it is a separate unit and can be recontextualized as a new utterance in the ‘flow of talk’” (p. 373) as part of the mental interpreted process. In doing so effectively the

By choosing more challenging materials, I can apply the Input Hypothesis that Krashen has developed pertaining to comprehensible input. Comprehensible input (CI) refers to the spoken and written input that is necessary for someone to learn a language. For instance, comprehensible input can be gotten from reading passage, listening to an audio, or viewing a video. This hypothesis theorizes that language is acquired by both formal and informal exposure to language through comprehensible input.

1) Noticing new language structures: teachers focus children’s attention to the forms of the target language so they perceive the structure and meaning.

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

An important role of language is learning to use it appropriately. According to B.F. Skinner an American Psychologist, children learn to understand language through classical conditioning. This is achieved by young children playing together with objects or actions with words in a social aspect which is reinforced by attention, praise or body language, which will assist the development of an associated language. With this in mind these repeated actions and thoughts (McDevitt et al., 2013, p. 205), create schemes allowing children to adapt to their surroundings using previous knowledge. Schemes will include the type of language they will use otherwise known as language register (Fellows & Oakley, 2014, pp. 32 - 33). Language register determines

Children learn spoken language before they start school through their social groups and develop understandings of everyday spoken registers. Language development continues at school, involving vocabulary and access to more written-like language, which lays the foundation for learning to read.’ (Winch et al., chapter 3 p. 39). Chomsky developed the nativist theory that regards language as a distinctive human achievement, which is an innate structure of the brain. ‘Chomsky came up with the idea of the Language Acquisition Device (LAD). The LAD is a language organ that is hardwired into our brains at birth. Because of this, we are born with the ability to understand and develop language. Once a child is exposed to language, the LAD activates. It allows them to understand the rules of whatever language they are exposed to.’ (Study.com, 2013, chapter 8., Lesson 3). Chomsky emphasises that a child’s language acquisition takes place quickly and effortlessly due to the child having complete linguistic capabilities from birth and need only learn to express this capability regarding oral language. LAD relies indirectly on the language children hear, and input from those around them and serves as a trigger to syntactic structures. Speaking and listening is a crucial resource in student’s learning and literacy development. As student’s start school, there is a deliberate attention and use of metalanguage that they will be using during their schooling

The first area of difference between first (L1) and second (L2) language learning is input – specifically the quality and quantity of input. It is the idea of the "connectionist model that implies... (that the) language learning process depends on the input frequency and regularity" (5).. It is here where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day everyday, whereas an adult learner may only hear the target language in the classroom – which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quantity is still less because the amount of one on one interaction that a child gets for example with a parent or other caregiver is still much greater then the adult is receiving.

CRITICAL EVIDENCE: A Test of the Critical-Period Hypothesis for Second-Language Acquisition Kenji Hakuta,1 Ellen Bialystok,2 and Edward Wiley1

This video analysis is useful for a language educator because it gives us a chance to see second language acquisition concepts being applied in the classroom. This video analysis would be helpful in order to reflect on the teacher 's lesson. We could think about how well or poorly their SLA concepts were used to teach the class. In this Video analysis paper, we will begin by discussing the process it took us to do our analysis. We will describe the steps we took from note taking watching the video again. Then my group members and I will discuss some of the second language acquisition terms that we found most in the video. The subgroups we decided on were comprehensible input strategies and questions. Referring to our notes we took we will describe in detail how the teacher these strategies in the classroom. Then we will reflect upon what we learned after doing this activity and how it will help us during our fieldwork.

In comparing with L2 speakers, native speakers have the knowledge about which words go together and how to use the varied words. Having such knowledge is one of the vital abilities of native speakers. These mixtures of words are referred to as “lexical phrases”. The proper use of lexical phrases is important to sound like a native speaker (Ellis, 1996), yet this is not so stress-free for non-native speakers of a target language (Vasiljevic, 2008). Using lexical phrases exactly is essential in order to make language with native-like accuracy or near-native competency. However, even advanced EFL learners have suffered with lexical phrases. Learners in EFL settings typically have the problem of lacking experience to the target language and consequently, they are often not aware of the differences in lexical phrases restrictions between the L1 and the L2. The gap between L1 and L2 interferes with the acquisition of lexical phrases in the target language and might “even lead to lexical fossilization” (Vasiljevic, 2008, p.

Nowadays English has become a common feature in today’s society. In the language learning process, even in first language acquisition (L1), all aspects of linguistic comprehension precede, or facilitate, linguistic production (Brown, 2000, P. 34). Among 4 language skills, Bulletin (1952) suggested that listening is the most important and essential one. Lynch mentions that “ listening involves the integration of whatever cues the listener is able to exploit incoming auditory and visual information, as well as information drawn

To recapitulate, Han’s (2014) conceptualization of the variability dimension of L2 input robustness consists of the following levels: (a) one-to-one, or one TL form encoding one meaning; (b) one-to-many, namely one TL form encoding multiple meanings across multiple contexts, or (c) within the same context; and (d) many-to-one, or multiple TL forms encoding the same or a similar meaning (see section 1.3). Though identical in terminology and entailment on the surface, construction variability signifies (in)consistency in the form-meaning-function relations of the TL in the prescriptive, categorical sense, and is generally stable in distribution. Input variability denotes a TL construction’s (in)consistency in the form-meaning-function mappings in discourse episodes that make up the primary linguistic data immediately accessible to L2 learners. Whereas naturalistic

Reading the two studies, certain conclusions regarding their theoretical framework can be drawn. The first article provides Usage Based linguistics view of language learning as mainly based on experience and item, with particular formulas used at the beginning and then resulting to general constructions (e.g. Dabrowska 2000; Tomasello 2003; Dabroswka and Lieven 2005). On the other hand, Ionin, Zubbizarreta, and Maldonado, study adopts a theoretical framework that primarily focuses on the aspects of linguistic knowledge, namely the L2-input, L1 transfer and the inherent linguistic knowledge (Universal Grammar) that influence the acquisition of English articles by second language learners.