discourse aspects of interlanguage ( rod ellis)
DESCRIPTION
DISCOURSE ASPECTS OF INTERLANGUAGE ( Rod Ellis). GROUP 3 : Alimatun Nikmah(2201410020) Meidiana Insania A.(2201410062) Lutfiana Tyas M.(2201410072). Social factors do not impact directly on what goes on inside the “black box”. - PowerPoint PPT PresentationTRANSCRIPT
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DISCOURSE ASPECTS OF INTERLANGUAGE
(Rod Ellis)
GROUP 3 :
Alimatun Nikmah (2201410020)
Meidiana Insania A.(2201410062)
Lutfiana Tyas M. (2201410072)
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Social factors do not impact directly on
what goes on inside the “black box”.
Social factors have an indirect effect,
influencing the communication learners
engage in and through this rate and
possibly the route of interlanguage
development.
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The study of learner discourse in SLA has
been informed by two rather different
goals:
1. There have been attempts to discover how L2
learners acquire the “rules” of discourse that
inform native-speaker language use.
2. A number of researchers have sought to show
how interaction shapes interlanguage
development.
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Acquiring Discourse Rules
There are rules or, at least, regularities in the
ways in which native speakers hold
conversations.
The acquisition of discourse rules, like the
acquisition of grammatical rules,
issystematic, reflecting both distinct types of
errors and developmental sequences.
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THE ROLE OF INPUT & INTERACTION IN L2 ACQUISITION
A mentalist theories
Theoretical Position
A behaviorist
theory
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A BEHAVIORIST VIEW treats language
learning as environmentally determined,
controlled from the outside by the stimuli
learners are exposed to and the
reinforcement they receive.
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MENTALIST THEORIES emphasize the
importance of the learner’s black box.
They maintain that learners’ brain are
especially equipped to learn language
and all that is need is minimal exposure
to input in order to trigger acquisition.
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What is discourse in which learners participate is in any way different from
the discourse native speaker engage in?
If learner discourse can be shown to
have special properties it is possible that
these contribute to acquisition in some way.
It does indeed have special properties. The
native speakers modify their speech when
communicating with children learner.
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The modifications are evident in both input
and interaction, have been investigated
through the study of foreigner talk.
Two types of foreigner talk can be identified :
1. Ungrammatical
2. Grammatical
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Ungrammatical Grammatical
1. It is socially marked. 1. It is the norm.
2. It is characterized by the deletion
of certain grammatical features
(copula be, modal verbs and
articles).
2. Various types of modification of
baseline talk can be identified.
3. It uses the base form of the verb
in place of the past tense form.
3. It is delivered at a slower pace.
4. It uses of special constructions
(such as no+verb)
4. The input is simplified.
5. It is sometimes regularized.
6. Sometimes it consists of elaborated
language use.
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We seem to know intuitively how to
modify the way we talk to learners to
make it easier for them to understand.
The results in interactional modifications
as the participants in the discourse
engage in the negotiation of meaning. As
a result of this negotiation both learners
end up correcting their own errors
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For Example:
• Hiroko: a man is uh. drinking c-coffee or tea with
uh the saucer of the uh uh coffee set is
uh in his uh knees.
• Izumi: in him knee.
• Hiroko: uh on his knee.
• Izumi: yeah.
• Hiroko: oh his knee.
• Izumi: so sorry, on his knee.
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Stephen Krashen’s input hypothesis
Michael Long’s interaction hypothesis
Evelyn Hatch hypothesis
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Stephen Krashen’s input hypothesis
L2 Acquisition takes place when a learner understands input that contains grammatical forms that are at ‘i + I’ (i.e. are a little more advanced than the current state of the learner’s interlanguage). According to Krashen, then, L2 acquisition depends on comprehensible input.
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Michael Long’s interaction hypothesis
emphasizes the importance of comprehensible input but claims that it is most effective when it is modified through the negotiation of meaning.
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Evelyn Hatch Hypothesis
emphasizes the collaborative endeavours of the learners and their interlocutors in constructing discourse and suggests that syntactic structure can grow out of the process of building discourse.
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THE ROLE OF OUTPUT IN L2 ACQUISITION
We need to consider whether output plays and part in interlanguage development. Here some conflicting opinions:
1. Krashen argues that “speaking is the result of acquisition not its cause”. He claims that the only way learners can learn from their output is by treating is as auto-input.
2. Merril Swain has argued that comprehensible output also plays a part in L2 acquisition. She suggests a number of specific ways in which learners can learn from their own output.
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SUMMARY
We have considered a number of ways in which discourse might
contribute to L2 acquisition - through the modified input that comes in
foreigner talk, through the input learners obtain from the negotiation of
meaning, through scaffolding, and through comprehensible output. In the
various positions we have examined we find a rich array of metaphors on
offer. In particular, there are metaphors that suggest that L2 acquisition is
a distinctively human and social activity (for example, ‘negotiation’ and
‘collaboration’). The underlying metaphor that informs work on discourse in
SLA, however, remains that of the computer (for example, in the choice of
basic terms like ‘input’ and ‘output’). We shall now look inside the
computer and examine some of the mental mechanisms of L2 acquisition.
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THANK YOU