This short answer assignment required summary answers on several key aspects of SLA theory and practice. A good resource for understanding the basics of this field and how it relates to ESL/EFL instruction, curriculum and practice.
This short answer assignment required summary answers on several key aspects of SLA theory and practice. A good resource for understanding the basics of this field and how it relates to ESL/EFL instruction, curriculum and practice.
This short answer assignment required summary answers on several key aspects of SLA theory and practice. A good resource for understanding the basics of this field and how it relates to ESL/EFL instruction, curriculum and practice.
1. Errors as an aspect of the systematic nature of Interlanguage Second Language Acquston !SLA" theores and research descr#e errors as s$o%en or wrtten target &anguage 'or(atons that are de)ant 'ro( what s consdered the target &anguage nor(* +he, are dstngushed 'ro( (sta%es on the #ass that the, occur s,ste(atca&&, and regu&ar&,, usua&&, una-ected #, the en)ron(enta& and t,$e o' co((uncaton n whch the, (an'est* As such, the, are not #ased on a noton o' $er'or(ance or contro& o' a &anguage* Instead, errors (ade n s$ea%ng a target &anguage are now consdered a&(ost e.c&us)e&, ndcat)e o' the de)e&o$(enta& $rocess n)o&)ed n second &anguage acquston* +hs s #ecause errors are a de(onstraton o' the &e)e& o' &ngustc %now&edge that a &earner $ossesses n the target &anguage* /egard&ess o' age, #ac%ground, or the 0rst &anguage o' a &earner, errors w&& occur, and the (a1ort, o' these errors w&& #e de)e&o$(enta&* /esearch has shown that the, w&& occur n the sa(e wa, as the, do n the 0rst &anguage acquston $rocess o' a ch&d* As such errors can occur n an, area o' gra((ar* /esearch has dent0ed errors as a co($etence2re&ated $heno(enon* 3, another &a#e&, t s re&ated to the %now&edge do(an o' second &anguage acquston* 4rrors are e)dence that su$$orts the e)dence o' Inter&anguage and ts s,ste(atct,* A&though research has ac%now&edged that a great dea& o' )ara#&t, s $oss#&e n Inter&anguage, and ths a&so a$$&es to errors, (ore o'ten than not the characterstcs o' Inter&anguage &%e errors occur s,ste(atca&&, enough to #e used as ndcators o' a &earner5s stage o' de)e&o$(ent and current $oston n the $rocess o' acquston* 4rrors can #e ana&,sed as ndcators o' %now&edge* In SLA research, ths $rocess #eca(e %nown as 4rror Ana&,ss !4A", and wh&e ths has #een su$erseded n research #, newer (ethods, and e($hass on other areas o' Inter&anguage, error ana&,ss s st&& recognsed as a $rocess that can g)e )a&ua#&e nsght nto understandng the &earner and the cognt)e as$ects o' the second &anguage acquston $rocess* 1 c3109550 LING6030 S1, 2014 A3 Short Answers 2. +rans'er and (ar%edness !wth re'erence to 4c%(an6s 7ar%edness 8-erenta& 9,$othess" +rans'er s an SLA ter( that re'ers to the n:uence o' a &earner5s nat)e &anguage on ther co((uncaton n the target &anguage* 9storca&&, there ha)e #een se)era& d-erent nter$retatons o' the degree to whch the nat)e &anguage a-ects de)e&o$(ent and co((uncaton n the target &anguage* +he (an h,$otheses that re'er to ths as$ect o' SLA are, n chrono&ogca& order, the Contrastive Analysis Hypothesis, (CAH) the Creative Construction Hypothesis (CCH) and the Markedness Diferential Hypothesis. (MDH) 3, wa, o' su((ar,, the ;A9 was (ot)ated #, $edagogca& concerns n second &anguage nstructon, and 'ocused on dent',ng and teachng students the d-erences #etween ther nat)e &anguage and the target &anguage* +hs was to g)e the( e.$&ct %now&edge o' these d-erences wth the ntenton o' (n(sng nter'erence 'ro( the 0rst &anguage n ther target &anguage co((uncaton* +he ;;9, on the other hand, argued that the nat)e &anguage $&a,ed no ro&e whatsoe)er n the de)e&o$(ent o' the Inter&anguage and second &anguage co((uncaton* +hs was su$$orted #, research 'ro( (u&t$&e &anguage #ac%grounds were tested and s(&ar errors were dent0ed< ren'orcng the h,$othess that errors are s,ste(atc and de)e&o$(enta&, and can #e used to su$$ort other SLA research* =o&&owng ths ca(e the 789* +hs theor, was a (ore (oderate a$$roach to the n:uence o' the nat)e &anguage on target &anguage, and n)o&)ed the noton o' trans'er as a $arta& co($onent o' the de)e&o$(enta& $rocess, s(&ar to errors* +he 789 argued that certan &ngustc 'eatures were (ore &%e&, to #e trans'erred 'ro( the L1 to the L2< the %e, )ara#&e dent0ed was (ar%edness* I' a &ngustc 'or( was not (ar%ed n 0rst &anguage, #ut (ar%ed n second, t was argued that the &earner w&& $re'er to use the easer, &ess (ar%ed, 'or(* In such cases the, are &%e&, to trans'er the equ)a&ent 'or( 'ro( ther nat)e &anguage* In nstances 2 c3109550 LING6030 S1, 2014 A3 Short Answers where the L1 'or( s (ar%ed, or harder to artcu&ate than the +L equ)a&ent, #, reason, the &earner w&& de'au&t to the easer 'or( the target &anguage 'or( ' the, ha)e acqured t* +hs re'ers to the s(&artes and d-erences #etween the two &anguages that were centra& to #oth the ;A9 and the ;;9* +he d-erence wth ths h,$othess s that s does not $erce)e trans'er as so(ethng that ether has centra& sgn0cance to the SLA $rocess or does not* +hs h,$othess ac%now&edged that trans'er does occur, and 'urther(ore drew conc&usons a#out when t was (ost &%e&,* +hs was n &ne wth the genera& sh't n the 'ocus o' SLA research 'ro( the #eha)ourst to cognt)st $ers$ect)e, as 7ar%edness was recognsed to #e wthn the cognt)e nter$retaton o' trans'er* 3. Developmental patterns 8e)e&o$(enta& $atterns descr#e the o#ser)a#&e s,ste(atc 'eatures o' the Inter&anguage, and how the, are ndcat)e o' a second &anguage &earner5s de)e&o$(ent n the $rocess o' second &anguage acquston* S$ec0ca&&,, de)e&o$(enta& $atterns are (easura#&e e)dence wthn un$&anned &anguage use that re'erence the theor, and research2 su$$orted dea that Inter&anguage s a s,ste(atc dos,ncratc da&ect unque to the &earner* /esearch dent0ed that Inter&anguage, wh&e t s )ara#&e st&& contans a 'or( o' gra((ar, and de)e&o$(enta& $atterns can #e used to descr#e the $rocess o' SLA* >n$&anned &anguage s used as a $ont o' re'erence 'or de)e&o$(enta& $atterns #ecause on&, un$&anned &anguage use ndcates the ($&ct, nterna&sed &anguage %now&edge that the &earner $ossesses* /esearches that are nterested n (easurng what a &earner has acqured or de)e&o$ed are on&, nterested n &anguage use that s s$ontaneous or un$&anned, #ecause $&anned 'or(s o' &anguage use &%e wrtng can #e $re2(edtated or n:uenced #, e.terna& ads &%e dctonares and trans&aton ads* +hs (eans a (easure(ent o' $&anned dscourse or co((uncaton does not accurate&, re:ect the &anguage &earner5s stage o' de)e&o$(ent* As de)e&o$(enta& $atterns shou&d there'ore act as e)dence o' an, &anguage acquston $rocess, the, are 3 c3109550 LING6030 S1, 2014 A3 Short Answers a&so used to su$$ort the dea that the $rocess o' &anguage acquston s s(&ar n #oth 0rst and second &anguage acquston* 8e)e&o$(enta& $atterns (an'est n the &ngustc, se(antc and 'unctona& areas o' &anguage, and are o#ser)a#&e n (ost as$ects o' the &earner5s co((uncat)e &anguage use* ?atterns that are ndcat)e o' de)e&o$(ent nc&ude $rocesses such as the &earner5s acquston o' the gra((atca& arrange(ent o' words and (or$he(es n sentences, and the 'or( and structure o' the words the(se&)es* +hese areas o' &anguage, co((on&, re'erred to as s,nta. and (or$ho&og,, are cognt)e areas o' &anguage acquston* /esearch has $ro)en that the, are acqured n an o#ser)a#&e, ordered $attern, o'ten regard&ess o' the nat)e &anguage* 8e)e&o$(enta& $atterns ha)e a&wa,s #een conce$tua&sed as a co($onent o' Inter&anguage* +hs #egan wth the ;;9 and ts argu(ent that the 0rst and second &anguage acquston $rocesses were the sa(e, and a&& errors (ade were ndcat)e o' de)e&o$(ent* Snce then research has (o)ed nto a cognt)e era o' nter$retaton, and the 0rst &anguage s ac%now&edged as a 'actor n the $rocess o' second &anguage acquston* +hs (eans research now (ust consder the 0rst &anguage and the $otenta& 'or nter&ngua& errors when n)estgatng the de)e&o$(enta& $atterns e.h#ted #, a &earner o' a second &anguage* So(e s$ec0c areas that are (easured n de)e&o$(enta& $atterns research nc&ude tense, as$ect, nc&udng the dstncton #etween the two< negat)es, au.&ares, re&at)e c&auses, word order, )oca#u&ar,, $hono&og,, &e.s and gra((ar* 4. Basic claims of the Fundamental Diference ypothesis +he =unda(enta& 8-erence 9,$othess !=89" was nta&&, ntroduced to descr#e and conce$tua&se the genera& 'eatures o' second &anguage acquston, and ther dstncton 'ro( the 0rst &anguage acquston $rocess* +he #asc c&a( o' the =89 was that the 0rst &anguage 4 c3109550 LING6030 S1, 2014 A3 Short Answers acquston $rocess o' ch&dren s 'unda(enta&&, d-erent 'ro( the o'ten adu&t second &anguage acquston $rocess* +hs re&ated to the $ro(nent theor, o' >n)ersa& Gra((ar, as an nnate @#&ue$rnt5 o' genera& &anguage ru&es that are un)ersa& to a&& &anguages* +he =89 argued that ch&dren ha)e co($&ete access to un)ersa& gra((ar and ths can #e a$$&ed to ther acquston o' the L1 gra((ar* +hs (eans that the, ha)e an ad)antage o)er adu&ts who are tr,ng to &earn a second &anguage #ecause adu&ts who a&read, s$ea% a 0rst &anguage ha)e e.hausted ther access to >n)ersa& Gra((ar n ther 0rst &anguage* As a resu&t, the second &anguage acquston $rocess s #oth 'unda(enta&&, d-erent and (ore dAcu&t than the 0rst &anguage acquston $rocess, (an&, #ecause adu&ts (ust re&, on conscous attenton and e.$&ct %now&edge through stud,, trans&aton and $ro#&e(2so&)ng n order to success'u&&, acqure ther second &anguage* +hs re&ated to what 3&e,2Bro(an dent0ed as two conce$ts centra& to (a%ng the dstncton #etween the 0rst and second &anguage acquston $rocesses< re&a#&t, and con)ergence* +he =89 argued that SLA was #oth unre&a#&e where =LA was re&a#&e, and not con)ergent where =LA de0nte&, was* @>nre&a#&e5 re'erred to the dea that second &anguage acquston s not a $rocess wth a re&a#&e or un)ersa& outco(e, as t s (edated #, (an, (ore )ara#&es than =LA, such as &ngustc 'actors &%e trans'er, (ot)aton, a$ttude as we&& as soco2 cu&tura& 'actors* ;on)ergence re'ers to the nsta#&t, and )ara#&t, n the de)e&o$(ent and e.stence o' Inter&anguage, and how as dos,ncratc da&ects Inter&anguages )ar, #etween &earners* !. "otivation as a factor in #econd $anguage %c&uisition 7ot)aton, as a 'actor n the SLA $rocess, has #een an dea o' sustaned nterest, de#ate and co($&e.t, n SLA theor, and research* Chen recognsed as a sgn0cant $art o' the $rocess, (ot)aton s conce$tua&sed as one $artcu&ar&, d,na(c as$ect o' nter2&earner )ara#&t,< n other words, t s a $art o' the SLA $rocess that )ares consdera#&, #etween &earners who atte($t SLA* In ths case o' 5 c3109550 LING6030 S1, 2014 A3 Short Answers (ot)aton ths s e.$&aned as due to a &earner5s res$onse to ther &earnng conte.t !whether 'or(a& or n'or(a&" and how ths (a, change o)er t(e, wth the change or ada$taton o' ther 0na& goa&s 'or atte($tng SLA* 7ot)aton s there'ore a&so re&ated to the soco&ngustc 'actors o' SLA, the ro&e o' nstructon and the &earnng conte.t n whch the SLA ta%es $&ace* Chere ;ho(s%, assu(ed that there was co((on &anguage a#&t, nnate n a&& $eo$&e regard&ess o' ther nd)dua& characterstcs, (ore recent research s$ec0ca&&, nto nd)dua& characterstcs such as (ot)aton ds$ro)e ths theor,* +hs s ache)ed through ther e.a(naton o' the )ara#&e success o' nu(erous second &anguage &earners across conte.ts and ages o' acquston* Genera&&,, (ot)aton s a (ore recent&, studed area o' SLA, (ost re'erred to n snce 2000 wthn the $s,cho&ogca& era o' SLA research* +hs s due to ts 'ocus on the nd)dua& as centra& to the SLA $rocess, characterstc o' the (ore recent a&gn(ents n SLA research* +wo (an t,$es o' (ot)aton are dent0ed as cruca& 'or ha)ng dstnct e-ects on SLA* +hese are ntegrat)e and nstru(enta&* As the na(es suggest, the, re:ect 'unda(enta&&, d-erent (ot)atons 'or, or e)en orentatons towards SLA* Integrat)e (ot)aton s recognsed as the t,$e o' (ot)aton that, #, $ro($tng a (ore (ot)ated t,$e o' &earnng #eha)our, &eads to a c&oser acquston to nat)e2&%e $ro0cenc,* It s sens#&e to assu(e that a (ot)aton such as a desre to #eco(e :uent n the target &anguage co((unt,, assu(ed&, #ecause the &earner s &)ng wthn t, wou&d ,e&d #etter acquston, as the (ot)aton e.sts on an ntrnsc &e)e& to the &earner* +he, are see%ng to soca&&, and $s,cho&ogca&&, ntegrate wth ther target &anguage co((unt,* In o$$oston, nstru(enta& (ot)aton s charactersed #, $otenta&&, strong e.trnsc (ot)ators &%e e($&o,(ent2re&ated or educatona& success* It has #een seen as #oth an addtona& (ot)aton to ntegrat)e (ot)aton, and the o$$oste* +he $ers$ect)e n SLA research s that nstru(enta& (ot)aton ho&ds &ess n:uence o)er the success o' SLA (an&, #ecause o' the short2ter( and e.trnsc nature t ($&es, as o$$osed to the $er(anence assocated wth ntegrat)e (ot)aton* 6 c3109550 LING6030 S1, 2014 A3 Short Answers Cthn SLA theor,, (ot)aton e.sts on the sa(e &e)e& as a$ttude and &earnng st,&e, as an nd)dua& characterstc that does to so(e e.tent a-ect the success o' Second Language Acquston* '. Is there a (ritical )eriod for second language ac&uisition* /esearch has not dsco)ered a c&ear answer to the queston o' the e.stence o' a crtca& $erod 'or second &anguage acquston, and the dea t $resents o' the ear&er ,ears n &'e as #eng crtca& to &anguage acquston* /esearch 'ro( )arous $ers$ect)es, nc&udng soco2cu&tura&, $s,cho&ogca& and neuro#o&ogca& has o'ten atte($ted to esta#&sh whether a crtca& $erod e.sts or not through co($arson o' ch&d and adu&t second &anguage &earners* +he $ur$ose o' ths research has #een to tr, and dsco)er e)dence ether 'or or agan a crtca& $erod, and 'or the (ost $art the sheer nu(#er o' nd)dua& )ara#&es ha)e &ed to nconc&us)e resu&ts* +he dea o' a crtca& $erod t too co($&cated #, the other (an, )ara#&es n the SLA $rocess, nc&udng the ro&e o' nstructon, 'oss&Daton, and d-erences n the a(ount, &ength and t,$e o' e.$osure to the target &anguage* 4)en though research has atte($ted to e&(nate these )ara#&es #, stud,ng su#1ects wth no a$$arent connecton to one or (ore o' these )ara#&es, resu&ts ha)e st&& $ro)en nconc&us)e o)era&&, suggestng that there (a, not #e a crtca& $erod 'or &anguage acquston* /esearch nto the crtca& $erod has 'urther(ore #een $ro#&e(atDed #, nu(erous re)sons o' the end age o' the crtca& $erod, whch has #een contnua&&, re)sed #ased on the resu&ts o' ear&er studes, and u$dated n'or(aton on #ran &atera&Daton and $&astct, 'ro( neuro#o&og,* Another )ara#&e that s ds$uted n crtca& $erod research s the de0nton o' the crtca& $erod tse&'< s$ec0ca&&,, ts $ara(eters* /esearch has at d-erent $onts #een #ased on the conce$tua&saton o' the crtca& $erod as endng #oth when resu&ts o' SLA #egns to dec&ne and, E c3109550 LING6030 S1, 2014 A3 Short Answers con:ctng&,, when resu&ts reach an a&&eged 0na& $ont at whch $otenta& to succeed n SLA can dec&ne no 'urther* Chat the decades o' stud, nto the noton o' a crtca& $erod ha)e re)ea&ed are the deas that the $atterns and $rocess o' &earnng a second &anguage change wth age, and a gradua& dec&ne n success rates n tentat)e&, e)dent as $art o' ths change* AS )arous ages ha)e #een suggested as the $ont at whch ths change #egns to occur, a genera&saton has e(erged that t #egns n ear&, ch&dhood* Success'u& SLA s now ac%now&edged to #e &ess connected to age or a crtca& $erod, and (ore deter(ned #, nd)dua& characterstcs &%e (ot)aton* +here s howe)er, re'erence n SLA research to an nd)dua&5s a#&t, to acqure gra((atca& %now&edge, and ths s connected to the crtca& $erod noton* =ro( ths $ers$ect)e, t s ac%now&edged that neuro#o&ogca& $rocesses &%e &atera&Daton and &oss o' #ran $&astct, e-ect an nd)dua&5s $rocedura& (e(or,, whch s the (e(or, that contro&s %now&edge o' centra& &anguage conce$ts &%e $hono&og,, (or$ho&og, and s,nta.* A&& ths (eans s due to natura& #ran (aturt,, or de)e&o$(ent, adu&ts re&, (ore on ther dec&arat)e (e(or, than ther $rocedura& (e(or,* So 'or adu&ts, SLA requres (ore e.$&ct e-ort n order 'or the( to nterna&se those as$ects o' &anguage that as a ch&d wou&d ha)e #een a#sor#ed (ore read&, #, the $rocedura& (e(or,* So wh&e neuro#o&og, wou&d agree wth the (oderate $oston that there s a genera& dec&ne #, age n the a#&t, to acqure a second &anguage, there are agan no conc&us)e 0ndngs that su$$ort the orgna& ;rtca& ?erod 9,$othess !;?9" and ts orgna& dea that there was de0nte&, a crtca& $erod 'or &anguage acquston* +. #ociolinguistic factors in #$% ,-ith reference to #chumann.s %cculturation /heory and )idgini0ation ypothesis1 SLA research accounts 'or the $otenta& 'or soca& and $s,cho&ogca& )ara#&es n the $rocess o' SLA* Schu(ann5s Accu&turaton 7ode&, nc&udng hs $dgnDaton h,$othess, whch re'ers s$ec0ca&&, to F c3109550 LING6030 S1, 2014 A3 Short Answers Inter&anguage, c&a(s that these soca& and $s,cho&ogca& )ara#&es can #e co&&ect)e&, e.$&aned #, the soco&ogca& ter( accu&turaton* In Schu(ann5s o$non accu&turaton as a $rocess that occurs n &ne wth SLA, s nstru(enta& to the SLA $rocess tse&', and has a drect e-ect on ts outco(e n ter(s o' how c&ose the &earner gets to ache)ng nat)e2&%e $ro0cenc,* +he theor, c&a(s that accu&turaton, recognsed #, Schu(ann as the Gsoca& and $s,cho&ogca& ntegraton o' the &earner wth the target &anguage !+L" grou$H w&& deter(ne the e.tent to whch a &earner acqures a second &anguage* +hs re&ates to other SLA conce$ts such as (ot)aton, #, re'erencng the $&ace(ent o' the &earner wthn the +L grou$ as a 'actor o' ($ortance to consder* 9owe)er, where ntegrat)e (ot)aton s concerned wth the $ersona& desre to #eco(e a (e(#er o' the +L co((unt,, the accu&turaton (ode& does not s$ec0ca&&, re'er to (ot)aton, and sees the o)era&& $rocess o' accu&turaton, where the &earner s $ass)e, as (ore ($ortant than the &earner the(se&)es and ther nd)dua& characterstcs* +hs cou&d #e #ecause o' the orgn o' the theor, #eng n the #eha)ourst era o' SLA, 0rst coned #, Schu(ann n the 19E0s* Snce then the (ode& was 1ust0ed wthn the cognt)e 'ra(ewor% #, Schu(ann , a&though no cognt)e theor, was seen as adequate* In recent ,ears other SLA scho&ars and ther studes ha)e dscounted the re&e)ance and sgn0cance o' accu&turaton to the $rocess o' SLA through 0ndngs that ndcate the sa(e rates o' de)e&o$(ent n su#1ects that #oth (et and dd not (eet Schu(ann5s crtera 'or ether hs 0rst or second t,$es o' accu&turaton, whch are )er, s(&ar to the de0ntons o' nstru(enta& and ntegrat)e (ot)aton, n that the, (a%e the dstncton #etween s($&, ha)ng a 'or( o' contact wth the +L and the +L grou$, and the &earner ha)ng a conscous desre to ado$t not on&, the &anguage #ut a&so the cu&ture and )a&ues o' the target grou$* Schu(ann saw these 'eatures o' accu&turaton as dstnct #ut dd not g)e one (ore weght o)er the other n ter(s o' how the, e-ected SLA* 9e chose to see that the co((on 'eature #etween #oth t,$es o' accu&turaton, #eng soca& and $s,cho&ogca& contact wth the +L grou$, as the essenta& co($onent o' accu&turaton and ts re&atonsh$ to SLA* 9 c3109550 LING6030 S1, 2014 A3 Short Answers A&though Schu(ann has &arge&, #een ds$ro)ed #, (ore recent studes that see no sgn0cant re&atonsh$ #etween accu&turaton and SLA, other theores on the su#1ect on the soco&ngustc 'actors n SLA e.st* +he, nc&ude Gardner5s 19F5 Soco2educatona& (ode&, G&es and 3,rne5s Inter2 grou$ (ode&, the &anguage soca&Daton theor,, and Norton5s recent Soca& Identt, +heor,* 7ost studes 'ro( these theores ndcate that rather than ha)e a drect e-ect, soco&ngustc 'actors (ore n:uence that genera& rate o' acquston* 2. /he notion of comprehensi3le input in 4rashen5s "onitor /heory Irashen5s nta& contr#uton to the 0e&d o' SLA research was a dstncton #etween acquston as an nterna& $rocess and &earnng as an e.$&ct one* +hs c&a( has 'or(ed that #ass o' hs su#sequent research and theores, nc&udng hs 7ontor +heor,, whch was ntroduced at around the sa(e t(e as hs nta& dstncton #etween acquston and &earnng* S$ec0ca&&,, the 7ontor +heor, re'erred to these as two se$arate s,ste(s wthn the &earner, wth the %now&edge de)e&o$ed wthn each o' these s,ste(s as non2trans'erra#&e to the other* +he na(e o' the theor, re'ers to the &earner and ther use o' the $rocess o' @(ontorng5 ther &anguage use, a $rocess that &earners can on&, a$$&, to ther &earnt %now&edge* +hs s #ecause (ontorng requres the &earner to (a%e a conscous re:ecton on ru&es that the, ha)e &earnt, and ths %nd o' re:ecton cannot #e (ade on the ($&ct, nterna& %now&edge that 'or(s the acqured &anguage s,ste( o' the &earner* +he s$ec0c noton o' co($rehens#&e n$ut re&ates $artcu&ar&, to Irashen5s se$arate, #ut st&& re&ated h,$othess %nown as the In$ut 9,$othess* +hs h,$othess re&ates on&, to the acquston do(an o' Irashen5s research* In ths h,$othess, n$ut 'ro( n'or(a& sources was seen as centra& to SLA and out$ut #, the &earner was seen as rre&e)ant to the acquston $rocess, wth the e.ce$ton o' out$ut #, whch the &earner c&ar0es ther understandng o' n$ut the, are rece)ng* 10 c3109550 LING6030 S1, 2014 A3 Short Answers +hus the noton o' co($rehens)e n$ut $uts &earners n a )er, $ass)e $oston n the SLA $rocess* +he h,$othess was not o)er&, concerned wth the &earners the(se&)es, choosng rather to 'ocus on a descr$ton o' n$ut, wth an e($hass on a dstncton #etween what c&ass0es as co($rehens#&e n$ut to the &earner, and what does not* Accordng to Irashen, s($&0caton was the centra& 'eature o' co($rehens#&e n$ut* +hs dea assu(ed agan that, $ass)e&,, as &earners, s($&0caton o' the target &anguage )oca#u&ar, and structure was necessar, n order 'or the( to co($rehend and acqure t* Ch&e Irashen5s studes su$$orted hs h,$othess and (ode&, su#sequent research has not* +he noton o' co($rehens#&e n$ut has es$eca&&, #een contested, wth studes re)ea&ng that e.$osure &(ted to co($rehens#&e, s($&0ed n$ut &(ts the &earner #, $re)entng ther access to (ore co($&cated gra((ar, structures, and )oca#u&ar,* +hs research re'erenced how &earners ha)e o'ten acqured &anguage #, rece)ng n$ut 'ro( co($&e. and ad)anced target &anguage sources such as authentc te.ts &%e news$a$ers and te&e)son shows* As ths %nd o' n$ut wou&d #e c&ass0ed as #oth nco($rehens#&e to the &earner and n'or(a& as t s not &earnt, Irashen5s (ode& wou&d dscount ts contr#uton to SLA* 6eferences 3a&,sto%, 4*, J S(th, 7* S* !19F5"* Inter&anguage s not a state o' (ndK An e)a&uaton o' the construct 'or second2&anguage acquston* Applied linguistics, 6!2", 101211E* 3&e,2Bro(an, /* !19FF"* +he 'unda(enta& character o' 'oregn &anguage &earnng* In C* /uther'ord J 7* Sharwood S(th !4ds*", Graar and second language teaching! A "ook o# readings !$$* 19230"* /ow&e,, 7assK New#ur, 9ouse* ;order, S* ?* !19E5"* 4rror ana&,ss, nter&anguage and second &anguage acquston* $anguage teaching, %!04", 201221F* 4c%(an, =* !19F5"* &he arkedness diferential hypothesis! &heory and applications. ?a$er $resented at the ;urrent a$$roaches to second &anguage acqustonK ?roceedngs o' the 19F4 >n)erst, o' Csconsn2 7&wau%ee Lngustcs S,($osu(* 11 c3109550 LING6030 S1, 2014 A3 Short Answers 4&&s, /* !200F"* &he study o# second language ac'uisition !2nd ed ed*"* L.'ordK L.'ord >n)erst, ?ress* Irashen, S* !19EE"* So(e ssues re&atng to the (ontor (ode&* In 9* 3rown, ;* Moro J /* ;r,(es !4ds*", (n &esol !Bo&* EE"* Cashngton, 8*;*K +4SLL* Irashen, S* !19F1"* )econd language ac'uisition and second language learning* L.'ordK L.'ord >n)erst, ?ress* Schu(ann, N* 9* !19F6"* /esearch on the accu&turaton (ode& 'or second &anguage acquston* *ournal o# Multilingual and Multicultural Developent, +!5", 3E92392* doK 10*10F0O01434632*19F6*9994254 Schu(ann, N* 9* !1990"* 4.tendng the sco$e o' the accu&turatonO$dgnDaton (ode& to nc&ude cognton* &,)($ -uarterly, ./!4", 66E26F4* 12